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EDC 354B Observ,Assess & Screening inEarly Childhood Ed-Part 2
Ebright, Ladonna E.


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 354 Observ,Assess & Screening inEarly Childhood Ed-Part 2

Semester

F2T 2012 DL

Faculty

Ebright, Ladonna E.

Title

Assistant Professor

Degrees/Certificates

Masters + KU; Certifications: Elementary Ed K-8, Special Education K-12 (LD, BD, MR) Psychological Examiner and School Psychologist

Office Location

911 Main, Suite 903, Kansas City, MO 64105

Office Hours

Tues, Wed., Thurs. 9am-12pm or by appointment

Daytime Phone

816-559-5632

Other Phone

cell 816-210-4958

E-Mail

LaDonna.Ebright@park.edu

Semester Dates

October 22 - December 16, 2012

Class Days

DL

Class Time

DL

Prerequisites

Admission to School for Education

Credit Hours

2


Textbook:
  Foliotek 

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

a.      Your Name

b.      The Contract Period you wish to purchase

c.      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!!

 Please note: the Curtis and Puckett textbooks were also be used for EDC354A so students should not have to purchase additional books for Park 2 of this course.

 Curtis, D., & Carter, M. (2000). The art of awareness: How observation can transform your teaching. St. Paul, MN: Redleaf Press.  ISBN 1-884834-84-1

 Puckett, M. B. & Black, J. K. (2008). 3rd  Edition.  Meaningful Assessments of the Young Child; Celebrating Development and Learning. Upper Saddle River, New Jersey, Pearson  ISBN 13:978-0-13-223759-8
 

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

 

Missouri Department of Elementary and Secondary Education. Missouri’s Framework for Curriculum Development. www.dese.state.mo.gov/divimprove/curriculum/frameworks/index.htmll

Missouri Department of Elementary and Secondary Education. Student Assessment. www.dese.state.mo.gov/divimprove/assess/content.html

Missouri PreK Literacy Standards. www.dese.state.mo.gov/divimprove/fedprog/earlychil/pdf/PREKSTANDARDS/literacy-Standards.pdf

 
 
 
 
 
 
 

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Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
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FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
EDC354B: Observation, Assessment & Screening in Early Childhood Education-Part 2: Student will practice the skills of observation and assessment in an early childhood setting. Prerequisite: Admission to the School for Education. Concurrent Enrollment in: EDC355b, EDC363b, EDC373 or EDC383 or permissioon of Coordinator or chair. 2:0:2
 
 During this course, EDC354B (2 credit hours), the preservice teacher will explore the art of observing, the nature of formal and informal evaluation and will complete a “Child Study”.Each week there will be exercises in observation and evaluating self-perspectives and those of a child.   With the help of the practicum cooperating teacher, preservice teachers will choose a child for a complete child study. The preservice teacher will obtain permission and background information from the parents/guardians and the practicum site of the chosen child to complete this study. To complete this study, the preservice teacher will be collecting information on this child in the areas of background information, health screening information, cognitive development, social/emotional development, language development, literacy, mathematical and logical thinking, artistic development, and readiness assessment if the child will be entering kindergarten in the next school term. The preservice teacher will prepare a summary of the evaluation for the parent and the cooperating teacher. This will be followed by a posting of the case study to their class peers and a self-assessment and reflection of the process.

Educational Philosophy:
 Adult learners bring a wide range of professional and personal experiences and knowledge to the University classroom.  Each student has a unique learning style, needs, and interests.  It is the instructor's role to create a community of learners who take ownership of their learning by helping the student make connections with current practice and new knowledge, and reflect on their own assumptions, beliefs, and practice.

  Instructor Learning Outcomes

  1. Observe, document, and assess children's development and learning
  2. Plan individually and culturally appropriate learning opportunities based upon child observations and documentation, and program or district standards.
  3. Organize and maintain evidence of children's development and learning, and communicate evidence with families
  4. Examine and evaluate cultural, socio-economic, and linguistic factors in assessment.
  5. Compare and contrast different screening tools used to assess children's development and learning, and access specialized services.
  6. Examine current educational, ethical, and legal issues in assessment.
Class Assessment:
   

Proctored Final Exam – 50 points

Class Assessments:

Child Study: 100 points

During this term, you will arrange to participate for at least one hour per week at your practicum site (total 10 hours). With the assistance of your cooperating teacher, you identified a child in EDC354A to study for this 8 week period. You have written permission (from EDC354A) from the parents or guardians to complete this study. You also have the Background information from the school and family completed. In This term, you will complete the study. There will be a portion of the study due each week of this term. 

At this site you will have the opportunity to:

1)          Practice the skills of observing and recording children’s accomplishments using a variety of techniques

2)            Participate in the development of a child’s portfolio

3)         Observe and/or participate in the screening of children

4)            Create an individually and culturally appropriate plan for a child based upon your assessment of the child’s strengths.

5)         Include a well-developed plan for sharing assessment and documentation with the family.

 At the completion of your field experience, you will submit:

1)            A Child Study Portfolio that you have created with the child 

2)         The plans you have implemented with the child including a self-assessment

3)         A final reflection on your learning’s from the field work.

4)      Post your final product to share with the class.

Weekly Threaded Discussion – 8 threaded discussions worth 10 points each for 80 points.

Each week you will be asked to respond to a specific question or situation from your readings or your observations for the week. You are to respond to at least one of your classmate’s postings each week. (Try to respond to a different classmate for each week)

Professional Portfolio Standard Essay – 20 points

·         Certification Pre-Service Teachers: Missouri Standards for the Preparation of Educators (MoSPE)  Standard #7: The teacher understands and uses formative and summative assessment strategies to assess the lerner's progress, uses assessment data to plan ongoing instruction, monitors the performance of each student, and devises instruction to enable students to grow and develop.

·         Non-Certification Pre-Service Teachers: National Association Education of Young Children (NAEYC)  Standard #3.  Candidates prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals.  they know about and understand the goals, benefits, and uses of assessment.  They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child.
 
 
These standards include many of the concepts explored in EDC354a and EDC354b. All students will write a well-developed essay addressing the content and relevant indicators and include MO EC competencies 4.1 and 4.3. (copies of the standards and competencies will be posted in Doc Sharing)

Proctored Final 50 points

 

Grading:

  The course requirements are all assigned point values.  You will earn grades on the basis of total points earned in the course. All assignments must be turned in on time.  Late assignments will not be given full credit.  Each assignment must be accompanied by a self-evaluation using the appropriate rubric.  Assignments will not be accepted without a completed rubric.  The appropriate rubrics can be found in the "Rubric" menu within the course.

Child Study –                                                                                     100 points
Weekly discussion   8  @ 10 ea.                                                       80 points

Child Study Class Presentation                                                        10 points

Portfolio Standard writing                                                                 10 points

Proctored Final                                                                                   50 points

TOTAL                                                                                              250 points 


A= 225-250 

B= 200-224

C= 175-199

D= 150-174

F= Below 150

 

 

 

Late Submission of Course Materials:
 

A class week is defined as the period of time between Monday and Sunday.  The first week begins the first day of the semester (March 19, 2012 and ends on May 13, 2012).  Assignments must be submitted by 11:50 CST on Sunday of each week to receive credit.  Writing assignments must be completed and successfully submitted to the Discussion thread, Drop Box or Doc Sharing (as directed by the instructor).  If you have any problems posting your assignments, contact the instructor immediately by E-Mail or by phone to get the problem solved.

Classroom Rules of Conduct:
   

General Online participation rules:

      1.    
You  should use E-mail for private messages to the instructor or to your classmates.  The class conference area is to be used for public messages only.

2.    You must participate in all conference area topics and discussions.  Conventions of "online etiquette", which include courtesy to all users, will be observed

3.    Assignments will be given each week, and discussion questions will be presented.  You are expected to complete all assignments and actively participate in all weekly online discussions

Each student will be an important part of the community of learners.  Class participation and weekly questions constitute a major portion of the course.  More importantly, the learning’s created through discussion and group work will be essential to developing understandings of the course content.
 

Course Topic/Dates/Assignments:
 

Week

Date

Topics/Assignments

1

October 22

Health Screening

Art of Awareness Chapters 4 & 5

Puckett & Black Chapter Chapters 3 & 4

Threaded Discussion

2

October 29

Cognitive Development

Social/Emotional Development

Art of Awareness  Chapters 9 & 10

Puckett & Black pp 80,86

Threaded Discussion

3

November 5

Language Development

Art of Awareness  Chapter 7

Puckett & Black pp 34, 35, 184-186

Supplemental material provided for language – Doc Sharing

Threaded Discussion

4

November 12

Literacy

Art of Awareness Chapter 8

Puckett & Black p226

Supplemental material provided for literacy- Doc Sharing

Threaded Discussion

5

November 19

Mathematical and Logical Thinking

Supplemental material provided for math- Doc Sharing

Threaded Discussion

6

November 26

Music/Art (artistic development)

Readiness Assessment

Puckett & Black pp78, 254-55, (4 year olds 225-229)

Supplemental material provided for music/art – Doc Sharing

Threaded Discussion

7

December 3

Summary for Parent/Teacher

Reflection

Portfolio essay

No reading assignments

8

December 10

Presentation of Child Study to class.

Proctored final exam

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.
ONLINE NOTE: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools.

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 .

Additional Information:
 

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:10/21/2012 2:36:44 PM