EDC420 Internship in Early Chldhd Tchng

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 420 Internship in Early Chldhd Tchng


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. Deaf Education/University of Kansas

Daytime Phone




Class Days


Class Time



Completion of EDC362, EDC 372, EDC 363, EDC 373 with a grade of B or better and

Credit Hours




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:
EDC420 Internship to Early Childhood Teaching - non-certification: Internship in Teaching Young Children: A twelve week experience of teaching internship in one or two different early childhood settings. (Infant/Toddler and Pre-Primary-or Mentorship if already teaching) Interactions with children and familes from a variety of backrounds will be an internal part of the directed teaching experieince. Included will be 30 contact hours of seminar. The purpose of the seminar is to allow exploration of issues and experiences in a reflective way, to enhance the teaching experience, and to articulate as appropriate philosophy of early childhood education as a basis for making professional decisions. Prerequisites: EDC354 or EDC354 A&B,EDC355 or EDC355 A&B, EDC362 or EDC362 A&B,EDC363 or EDC363 A&B, EDC372, EDC373 and admission to the School for Education and criteria met for requesting internship. Degree portfolio will be completed in this course. 2:12:12

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.

  Instructor Learning Outcomes
  3. Key elements of Standard 1
  4. 1a: Knowing and uderstanding young children's characteristics and needs, from birth through age 8.
  5. 1b: Knwoing and understanding the multiple influences on early development and learning
  6. 1c: Using devvelopmental knwoledge to create healthy, respectful, supportive, and challenging learning environments for young children
  8. Key elements of Standard 2
  9. 2a: Knowing about and understanding diverse family and comunity characteristic
  10. 2b: Supporting and engaging families and communities through respectful, reciprocal relationships
  11. 2c: Involving families and comunities in young children's development and learning
  13. Key elements of Standard 3
  14. 3a: Understanding the goals, benefits, and uses of assessment-including its use in development
  15. 3b: Knowing about and using observation, documentation, and other appropriate asssessment tools and aproaches, including the use of technology in documentation, assessment and data collection
  16. 3c: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use  of assistive technology for children with disabilities.
  17. 3d: Knwoing about assesment partnerships with families and with professional colleagues to build effective learning environments
  19. Key elements of Standard 4
  20. 4a: Understanding positive relationships and supportive interactions as the foundation of their work with young children
  21. 4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology
  22. 4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches
  23. 4d: Reflecting on own practice to promote positive outcomes for each child
  25. Key elements of Standard 5
  26. 5a: Understanding content knowledge and resources in academic disciplines: langua and literacy; the arts- music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies
  27. nd structures of content areas or academic disciplines
  28. 5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child.
  30. Key elements of Standard 6
  31. 6a: Identifying and involving oneself with the early childhood field
  32. 6b: Knowing about and upholding ethical standards and other early childhood professional guidelines
  33. 6c: Engaging in continuous, collaborative learning to inform practice: using technology effectively with young children, with peers, and as a professional resource.
  34. 6d: Integrating knowledgeable, reflective, and critical perspectives on early education
  35. 6e: Engaging in informed advocacy for young children and the early childhood profession
Core Assessment:
  • Collect a reflective journal
  • Note changes in lesson plans in the reflective notations

Class Assessment:


Class Assessment:

1. Core Assessment: Journal:  Each candidate will complete a journal
of reflections. Weekly reflections are required after the first two weeks. These
reflections include: examinations of classroom procedures, interactions,
and organizations, new ideas and materials implemented, what went well
in classroom, problems encountered, and goals for the week, evidence of
growth, etc. This assignment is designed to further develop the teacher
candidate’s critical and reflective thinking skills and help assess professional
growth in this field. One reflection is to be given to the cooperating
teacher for comments. Every observed experience must include a
2. Lesson Plans: Two experience plans are required. The experience plan
format will be presented in class. A reflection, State Standards (written out),
and accommodations/adaptations must be included in every experience
plan. These plans can include plans included the Teacher Work Sample and
from University Supervisor’s visits.
3. Attendance and Dress: Regular attendance at the school site is
extremely important. Attendance must be kept on the time sheets to fulfill
the course requirements. Professional dress is required at the school
site. Adhering the dress code of the school placement, candidates must
remember that they are representatives of Park University. (NO jeans,
shorts, etc. Therefore candidates should dress accordingly. If a candidate
questions the appropriateness of the attire, it probably isn’t appropriate. For
example, there should never be any bare midriffs, or space between shirt and
slacks/skirt, refrain from see-through tops or bottoms, no inappropriately
clinging or form-fitting outfits, etc. Placement sites have the authority to
remove you from their premise if they feel you are disruptive to the learning
environment. Disruption to the learning environment can include, but no
limited to, improper dress, disrespect to school employees or students,
infractions of or failure to follow school rules, and/or insubordination.
4. Teacher Candidate Performance Project: Each teacher candidate is to
complete a Teacher Work Sample during the field experience. The Teacher
Work Sample will consist of an agreed upon project by the cooperating
teacher and the teacher candidate. The Teacher Work Sample assignment
will be given during the first week of class. DUE NOVEMBER 15th
5. Reflection on a video taping of an experience. Each teacher candidate
will film a lesson presentation. The teacher candidate will watch the film to
write a reflection on the experience. An assignment sheet with rubric will be
available during the first week of class. MUST BE COMPLETE PRIOR

6. Other requirements:

NAEYC Portfolio required for completion of course

Assigned Class writings (Ex. Letter of Introduction)


Internship in Teaching Experience:                                         
Interim Evaluation by University Supervisor                      100 pts
Interim Evaluation by Cooperating Teacher/Mentor           50 pts
Final Evaluation by University Supervisor                         250 pts 
Final Evaluation by Cooperating Teacher                         100 pts                   

Activity/Experience Plans                                                150 pts

Reflections/Journal                                                          250 pts

Teacher Candidate Performance Project                         145 pts
Any teacher candidate who misses three classes, regardless of whether or not the absence
is excused, will be administratively withdrawn.



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. No student will receive a passing grade in EDC 420 until the
Portfolio is successfully completed.


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 .


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Last Updated:8/26/2012 8:34:18 AM