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
EDM 360-EDS 360 Practicum
SP 2012 HOZ
Maus, William A.
Instructor, Adjunct Faculty
Ed.Spec., AdministrationM.S.Ed., Secondary AdministrationB.A., Mathematics
Copley Hall, Room 309
Tuesday, 9:50 Immediately after EDU107 class in Copley 1N
01/16/12 to 05/11/12
Handbook located at www.park.edu/education
Required: 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 Fee Per Student
2. Send an email to Carol Williams (firstname.lastname@example.org) with the following information:
1. Your Name
2. The Contract Period you wish to purchase
3. 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
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/.
This course presents the basics of teaching students in secondary schools, and provides teacher candidates with opportunities to reflect upon and apply those basics. Reflective inquiry is a key element of the course. This course requires the teacher candidate to observe a practicing teacher in a classroom and reflect upon the observations. The teacher candidate is also required to fulfill the duties that are outlined in the Practicum Handbook. It is the philosophy of this instructor that the teacher candidate at the assigned site be an active member of the classroom and demonstrate the attributes of a professional teacher.
The instructor has the following expectations of the enrollees in EDS360B: 1) they are advanced, serious students with a declared commitment to secondary education, 2) they have completed all requirements for Admission to Teacher Education, and 3) they are skilled in oral and written communication.
Learning Outcomes: Core Learning Outcomes
Link to Class RubricClass Assessment:
A 14 week field experience providing supervised fieldwork in the secondary classroom. The teacher candidates are required to spend one full day a week or 2 half days a week (minimum) at the designated field site (98 hours). The details of specific assignments for the block practicum are outlined in related courses 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! Plan to arrive before students and stay after dismissal. Credit is earned for each full day of the required 14 days of Practicum. An attendance log must be kept and signed by the cooperating teacher. Attendance will be monitored through the school sign in procedures. YOU MUST CALL THE SCHOOL & INSTRUCTOR TO REPORT YOUR ABSENCE IN ADVANCE.
2. Evaluation for each secondary practicum experience. (see attached evaluation form.) Evaluation forms are to be completed by the cooperating teacher and university supervisor.
3. Essential Teacher Dispositions (see attached evaluation form.) Evaluation forms are to be completed by the cooperating teacher and the university supervisor.
4. Teaching activities and performance indicators. The Park University student will provide the cooperating teacher and the Park University Supervisor with requested documentation of the aligned assignments for related courses and the Practicum Handbook. The cooperating teacher will provide a signed document attesting to the completion of these activities and performance indicators: Shadow Study, Field Experience Interview, Teacher Opinion Survey, Student Opinion Survey, and Cooperating Teacher Interview..
5. A reflective journal entry which is submitted weekly for each (14) visit at the assigned site documents weekly attendance. Topics will be discussed in EDU353, and are listed in the syllabus. (See core assessment). The cumulative Journal Entries Notebook will contain all 14 journals, attendance log, dispositions and evaluations, and be scored according to the core assessment rubric.
Experience – Teacher Interview
(journal entry turned in when due)
Cooperating Teacher Evaluation
Supervising Teacher Evaluation
Late Submission of Course Materials: Timely completion of assignments is required. A Journal is due every week following a site visit. As this is attendance documentation, late submission may result in an absence and no credit. Late submissions of drafts, lesson plans, and all other site assignments will result in grade reduction. Absolutely no work will be accepted after the assigned time of the final. Any missing work/assignments will recorded as a “zero”.
Fourteen (14) Journal prompts are given with three considered required. Practicum students should choose from these prompts for 10 of the required journals. The remaining five (5) can be your choice because of what is happening in your classroom or the school.
Classroom Rules of Conduct:
The policy on appropriate conduct as defined in the student handbook will be enforced. Conflicts will be administered in the procedures outlined in the handbook. 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.
Computers make writing and revising much easier and more productive. Students must recognize though that technology can also cause problems. Printers run out of ink and hard drives crash. Students must be responsible for planning ahead and meeting deadlines in spite of technology. Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes. Reflections are due weekly for credit.
As this class is considered a professional setting, any text messaging and phone calls must be completed outside of the school day.
Journals are one to two page typed reflections of your experiences and expectations as you complete your practicum. This is not a diary. Fourteen journal entries are required, one to be the Summary Journal. Possible titles for entries are listed below, at least 10 of these topics are to be used, these titles are used for ideas or possibilities for journals.
At the top of each entry write:
Name Date School Classroom Time spent
#1*: Describe the school-its students, grade levels served, chain of command and policies. How are the classrooms arranged? (Draw a map). How does the school design effect student satisfaction? How are the rules presented at the school?
#2*: Describe the classroom: student demographics, classroom management, teaching style, and collegiality. As simple as, how are the desks arranged? (Draw a map).
#3: What resources are available to students in this school or through the community? How do students and teachers access these services?
#4: Describe the teacher. How does he/she relate to the students? To co-workers? To the school? To subject matter? Do his/her strategies fit the classroom assignments? Are the students learning what he/she wants them to learn?
#5: Take one significant event and describe it in detail-what happened, why it happened, and why it is significant. It can be a positive or a negative experience and does NOT have to be an earthshaking event. It simply needs to be some occurrence of special interest to you. Do NOT detail an entire day.
#6: Describe your role in the classroom. What are your duties? Are you a part of the plan? Do students ask you questions? Do you assist them with work? How do you relate to the teacher?
#7: Is there a particular way of acting/being in your school that is obvious among the classrooms? Students? Teachers? Describe the school climate.
#8: Is there a particular use of language/tone of voice that is peculiar to your school? What is it? What does it mean?
#9: How do students behave in the school? How do they dress? What do students do in the halls? In the cafeteria?
#10: Consider the different models of teaching you see, as well as strategies. Are they successful? What are students doing? Are they learning? How do you know?
#11: Describe “student issues” present in the school. How do these issues affect hallway and classroom behaviors?
#12: What parent connections have you observed? Describe how you would address issues concerning student’s needs. How are parents informed of their student’s progress?
#13: Describe your involvement at the practicum site. How have you impacted the students and faculty? Document your attendance at meetings, observations in other classes, school fairs or programs or bulletin board displays. What activities most interest you? In the future, how would you involve yourself to become an integral part of the school?
#14: How does your cooperating teacher begin classes on a daily basis? What types of issues or behaviors are caught early because of these one-on-one interactions? How do you feel about the process and how do you see that happening in your classroom?
Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 93
Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2011-2012 Undergraduate Catalog Page 93
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2011-2012 Undergraduate Catalog Page 96
Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
Last Updated:1/19/2012 8:58:10 PM