EDC415 Internship in ECE & Leadership

for FA 2012

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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


EDC 415 Internship in ECE & Leadership


FA 2012 HOZ


Harris, Catherine A.


Adjunct Faculty


Early Childhood Special Education Certificate
B.L.A. Psychology/University of Missouri-Kansas City
M.S. Ed. Education/University of Kansas

Daytime Phone




Class Days


Class Time



EDC362, EDC 372 (grade of B or better), EDC 363, EDC 373 (grade of B or better),

Credit Hours



No textbooks are required for this course

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



2 years



3 years



4 years



5 years



6 years



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:

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:

A ten-week experience designed to examine the role of leadership in early childhood
education. Students will develop as leaders who empower, encourage and support others
as they strive to meet goals and become agents of change in early childhood programs.
Degree portfolio will be completed in this course. Prerequisites: EDC362, EDC 372
(grade of B or better), EDC 363, EDC 373 (grade of B or better), EDC 365, EDC 366,
EDC 367 and a GPA of 2.75

  Instructor Learning Outcomes

  2. 1a: Knowing and understanding young children's characteristics and needs, from birth through age 8.
  3. 1b: Knowing and understanding the multiple influences on early development and learning
  4. 1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments.
  6. 2a: Knowing about and understanding diverse family and community characteristics
  7. 2b: Supporting and engaging families and communities through respectful, reciprocal relationships
  8. 2c: Involving families and communities in young children's development and learning
  10. 3a: Understanding the goals, benefits, and uses of assessment – including its use in development
  11. 3b. Knowing about  and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technoogy in documentation, assessment and datat collection.
  12. 3c: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities.
  13. 3d: Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments.
  15. Key elements of Standard 4
  16. 4a: Understanding positive relationships and supportive interactions as the foundation of their work with young children
  17. 4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology
  18. 4c: Using a broad repertoire of developmentally apropriate teaching /learning approaches
  19. 4d: Reflecting on own practice to promote positive outcomes for each child
  21. Key elements of Standard 5
  22. 5a: Understanding content knwoledge and resources in academic disciplines: language and literacy; the arts- music, creative movement, dance, drama, visual arts; mathermatics; acience, physical activity, physical education, health and safety; and social studies.
  23. 5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines
  24. 5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challlenging curriculum for each child.
  26. Key elements of Standard 6
  27. 6a: Identifying and involving oneself with the early childhood field
  28. 6b: Knwoing about and upholding ethical standards and other early childhood professional guidelines
  29. 6c: Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and critical perspectives on early education
  30. 6d: Integrating knwoledgeable, reflective, and critical perspectives on early education
  31. 6d: Engaging in informed advocacy for young children and the early childhood profession
Class Assessment:


1. Students will spend a minimum of 40 hours per week for 10 weeks in an early
childhood center/program/school.

2. CORE ASSESSMENT: Learning journals are due weekly throughout the semester.
Journals will address: the learning taking place and how it will be used. The reflections
will connect to reading and internship experiences. Students should site literature to support their thinking and ideas.
10 pts. each. (120 points) DUE FRIDAYS  BY MIDNIGHT

3. Each student will develop an in-depth project for the center/program/school. Project
will be documented with a journal describing each phase of the project. Since the project
is student driven, a rubric will be developed in class. 50 pts. DUE NOVEMBER 15TH 

4. Each student will video tape him/herself in two different learning activities with
children or adults. The student will complete a written self-evaluation using the tape.
 The final task in this assignment is to write an essay reflecting on growing capacity for self-evaluation.
 Guidelines and rubric will be developed in class. 50 pts. 1ST VIDEO DUE PRIOR TO MID TERM; 2ND VIDEO DUE AT END TERM 

5. Each student will select three articles from professional journals.
Each student will read the articles. The student will select professional literature that is relevant and relates to their experience. These need to be academic journals.The student will then reflect and submit a summary of their ideas including, points of agreement, points of disagreement, questions they still have, and how their practice has been influenced by
their learnings. Rubric will be developed in class. 20 pts.

6. Each student will be evaluated by a University Supervisor and Mentor using: Talan,
Teri N. and Bloom, Paula Jorde. (2004) Program Administration Scale. New York, NY:
Teacher’s College Press. An interim evaluation conducted by the University Supervisor
will total 50 points. An interim evaluation conducted by mentor will total 25 points.
A final evaluation conducted by University Supervisor will total 100 points. A final
evaluation by the cooperating teacher will total 50 points. (TOTAL: 225 points)

7. An electronic portfolio demonstrating a student’s competence as an early childhood
leader must be submitted as a part of the course requirements. The portfolio will be
evaluated using the approved rubric (measuring NAEYC standards for early childhood
educators). The portfolio must include Philosophy of Education and Autobiography.



418-465 points = A

372-417 points = B

325-371 points = C

279-324 points = D

0-278 points = F

Late Submission of Course Materials:
Teacher candidates must follow the criteria outlined and abide by the due dates for each
project. Late submissions are accepted only with prior approval from the professor.
Twenty percent of the total points (for the project) may be deducted if the professor
accepts the paper as a late submission. Teacher candidates may submit papers on time
even if absent (via digital drop box, placing in professor’s mailbox, or sending with a
friend). It is the teacher candidate’s responsibility to contact the professor prior to due
date if they do not understand the criteria for the assignments as explained.

Classroom Rules of Conduct:


Reading/Class Participation

Teacher candidates are required to read the textbook chapters in order to participate in
class discussions and small group activities. Small group work includes dialogue and
problem solving throughout the semester. Individual teacher candidates will receive
partial points for class participation and interaction. The class projects are based on
contents covered in the text and class dialogue.

Writing Assignments

Scoring guides that include format for written assignments are provided for the course.
Teacher candidates should attend the writing center to ensure that papers do not bear
any technical writing and typological errors. Teacher candidates must cite references
using APA style within the contents of the paper. Teacher candidates should write
papers in order to explain all information (assume that the reader does not understand
the information presented). This form of writing will enable the students to explain their
ideas and understanding of content to the professor. Furthermore, this form will better
enable students to explain ideas to family members of children with whom they will work
in the future. All written papers should be saved for the purpose of revision. Teacher
candidates are allowed to make one revision for each written project if the grade is less
than ninety percent and submitted on time. The due date for the revised papers is two
weeks after they have been returned to students.

Mobile Phones and Messaging:

Participation in class is essential for everyone's learning. If teacher candidates must
have a mobile phone for emergencies, they are required to turn to vibrate. Otherwise, all
phones are to be turned off during class time. Text messaging is not permitting during
class time.

Visiting Programs

When visiting early childhood programs for observations it is essential that teacher
candidates always remember that they are representatives of Park University.
Professional dress and behaviors are required during all observations.

Course Topic/Dates/Assignments:
Sequence of assignments to be determined between instructor and student. (see
assessment area)

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 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 .

Additional Information:



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Last Updated:8/26/2012 7:50:46 AM