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Education Major Version

EDC 410 Early Child Dir Tchng w/Seminar
Estes, Judith Lynn


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

FA 2012 HO

Faculty

Estes, Judith Lynn

Title

Assistant Professor of Education

Degrees/Certificates

PhD Behavioral Psychology
MS Education, MS Psychology, Mental Health Services
BS Elementary Education

Office Location

Copley 324

Office Hours

Wed 8:00-noon; Thursday noon-4:00

Daytime Phone

816-935-3375

E-Mail

jestes@park.edu

Semester Dates

August 20-December 14, 2012

Class Days

----R--

Class Time

4:30 - 5:50 PM

Credit Hours

14


Textbook:

 There is no required text for this course. However, required reading: Park University Teacher Candidate Handbook from: www.captain.park.edu/education

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!!

Additional Resources:
Additional readings may be provided by the professor throughout the semester.

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 2.75. 2:12:14.

Educational Philosophy:
As a seasoned educator with a variety of experiences as a teacher and administrator, the professor will guide this seminar through integrating theory with practice, sharing experiences, and encouraging students to share their experiences. The seminar is intended to be interactive utilizing expert guest lecturers, direct instruction, small group discussions, student-led presentations, and independent work. This format will facilitate the acquisition of knowledge, understanding, and implementation of seminar content. The seminar is held in conjunction with the student teaching experience and is intended to be in support of the student teaching experinece

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:

  1. Weekly reflections/discussion postings (12@ 10 pts each=120 pts): Each student will contribute a post each week on a given topic and respond to two peers. Topics and rubric for grading will be given in class.
  2. PowerPoint Introduction (10 pts)-The purpose of this PowerPoint is for you to introduce yourself briefly to your students.
  3. Letter of Introduction (5 pts)- The purpose of the letter of introduction is to provide you with the experience of introducing yourself to the parents of the students in your classroom. The letter is to be written in  a professional manner but may include personal information about yourself.
  4. Lesson Plans (2 @ 15 pts each=30 pts): Each student will submit two plans for lessons that they will be conducting in their assigned classroom. The lesson plan format will be presented in class and thoroughly discussed. The first plan will be reviewed by the instructor. The second plan will be reviewed by a peer.
  5. Videotaping of two lessons; submission of a reflection (70 pts)  You will video-tape a lesson presented early in your student teaching experience and another a few weeks later (30 pts). You will complete a reflection of each. The second reflection will include a section reflecting on growth that you saw between the first video-taped lesson and the second (40 pts)
  6. Teacher Candidate Performance Product (TCPP) (145 pts) The student work sample serves as a cumulative project for your student teaching experience. Guidelines will be provided and discussed within a class session.
  7. Presentation of Teacher Work Sample (15 pts) Toward the end of the semester students will "present" their student sample at the same time within the same room. School for Education faculty come and students have an opportunity to share their "work."
  8. Portfolio: Students will be provided with weekly guidance and support in completing MO-Step essays to upload in the foliotek portfolio. However, it is the student's responsibility to develop and follow a writing plan so that all essays are completed prior to the end of the course. Each student is expected to successfully complete a portfolio that meets the standards of the Portfolio Rubric designed by the Park University School of Education. This portfolio complies with the requirements established by the Missouri Department of Elementary and Secondary Education. The guidelines and artifact sources will be presented and discussed in the seminar setting. Each portfolio will be scored and approved by two education faculty members. No student will receive a passing grade until the Portfolio is successfully completed. Please note: Graduation from the MAT program requires MAT students to complete “An approved portfolio…that addresses satisfactorily the Missouri Standards for a beginning teacher. The portfolio must be presented by the fifth week of the last term in the student’s program. A student cannot complete the program or be recommended for certification without an acceptable portfolio…” (Park University Graduate Catalog 2012-2013, p. 88).
  9. The grade for this class is equally divided between the seminar grade and the student teaching grade.

Grading:

Points Each

Total Points

%

Assignment

Total

Weekly discussion posts (12)

10

120

30 %

Power Point Introduction

10

10

3 %

Letter of Introduction

5

5

1 %

Lesson Plans

15

30

7.5 %

First Video-tape reflection

30

30

7.5 %

Second Video-tape reflection

40

40

11 %

Teacher Candidate Performance Project

145

145

37 %

Presentation of TCPP

15

15

4 %

Grand Total

395

100%

 
Seminar grade
A=90-100%
B=80-89%
C=70-79%


Cumulative evalutions from University Supervisor and Cooperating Teacher will represent the other 50% of your grade.

Late Submission of Course Materials:
Timely completion of assignments is required. Late work cannot be accepted. This is a fast paced semester and most assignments are time senstivie. Any missing work/assignments will be recorded as a “zero."

Classroom Rules of Conduct:
The policy on appropriate conduct as defined in the student handbook will be enforced. Conflicts will be administered according tothe procedures outlined in the handbook. As computers make writing and revising much easier and more productive, students must also recognize though that technology can also cause problems. Printers run out of ink and hard drive 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.)


Attendance and Dress: Regular attendance at the school site is extremely important. Attendance must be kept on the time sheets to fulfill the state requirement of required days at the assigned site. Professional dress is required at the school site. While adhering the dress code of the School where you are, you must remember that you are a representative of Park University and a candidate for possible employment. You should dress as if you are on a job interview every day. Therefore you should dress accordingly. If you have a question about the appropriateness of the attire, it probably isn’t appropriate. For example, there should never be any bare midriffs, or space between your top and your slacks/skirt, no see-through tops or bottoms, no inappropriately clingy or form-fitting outfits, etc. While this does not require expensive clothes, it does require clothes in good taste. You are a guest of the school district. They have the authority to remove you from their premises if they feel you are disruptive to the learning environment. Disruption to the learning environment can include improper dress.

Course Topic/Dates/Assignments:

Date (Thursdays)

Class Activities

Assignments Due

Aug 21 & 22

Opening Seminar including Portfolio Overview & TCPP Overview

Portfolio Progress Report Due

Aug 23

Observation, classroom environment, student engagement

Contextual Factors

On-line discussion PowerPoint Introduction & Letter of Introduction

Aug 30

Check-in on events of the week
NO-STEP-MOSPE Crosswalk Activity

On-line discussion TCPP: Contextual Factors

Sept 6

Check-in on events of the week

Lesson Planning-Bring a lesson plan to class

TCPP: Choosing a Unit Topic
 
 

On-line discussion

Lesson Plan Due

Sept 13

Check-in on events of the week
Common Core Standards (Dr. Gina Chambers)
TCPP: Formative & Summative Assessment

On-line discussion

First Video-Tape Due

Sept 20

Check-in on events of the week

TCPP: Planning the Instructional Unit

Lesson Plan Exchange

On-line discussion
Second Lesson Plan Due
Contact your Portfolio First Reader if you have not yet done so

Sept 27

Check-in on events of the week

TCPP: Using formative & summative assessment to inform teaching

On-line discussion

Oct 4

Resume Preparation-Lynn Prange

On-line discussion

Portfolio Progress Report Due

Oct 11

Check-in on events of the week

Mock Screening Interviews

On-line discussion

Oct 18

FALL BREAK

Oct 25

Check-in on events of the week

TCPP: Evaluation & Reflection

Second Vide-tape Due On-line discussion

Oct 26 (Friday)

Portfolios Due

Nov 1

Check-in on events of the week

TCPP: Poster Session  Presentation

Note: Last week of student teaching for Elementary, Middle, and Secondary

On-line discussion

Nov 8

Applying for Teacher Certification-Melanie Kinney

On-line discussion

Nov 15

TCPP SHOWCASE

Nov 22

Happy Thanksgiving-Enjoy!

Nov 29

Mock Building Level Interviews

Dec 6

Individual meetings with professor as needed

Dec 14

End of Semester

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 95-96

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 95

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 98

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)
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:8/16/2012 8:56:47 PM