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
EDC 362 Infants and Toddlers
UU 2012 HOZ
Harris, Catherine A.
B.L.A. Psychology/Speech & Hearing Science-Univ. of Missouri/KCM.S.Ed. Deaf Education-University of KansasEarly Childhood Special Education Certification
June 4th-July 29th
Admission to the School for Education. Students must co-enroll in EDC372 or 382 or permission from Coordinator or Department Chair
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.
Per Student (Prepaid)
Per Student, Per Year
2. Send an email to Carol Williams (email@example.com) with the following information:
1. Your Name
2. The Contract Period you wish to purchase
3. Your student identification number
4. Your program of study
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 (firstname.lastname@example.org) requesting she provide your current education professors and an academic advisor (list them) access to view your portfolio. It is imperative you complete this final step!!
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 email@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Educational Philosophy: The instructor's educational philosophy is one of interactiveness through writings, observations, dialogs, internet and websites, helping students to integrate learning from EDC 362 with a first hand, supervised field experience in an infant/toddler classroom. Projects and assignments from EDC 362 in conjunction with assignments and experience at practicum site provide the opportunity to assimilate teacher knowledge skills and dispositions.
Instructor Learning Outcomes
Participation in class weekly discussion of chapter readings. Evidence of reading assignments is evident through the application of ideas and reflection in discussions during classtime. 80 Total Points (10 points for each discussion board).
Project 1: Group Project and Activity/Experience Planning:
As a small group (2-4), teacher candidates will design:
1. a presentation of the proposed topic, the Ounce Scale System of Assessment (for either infants or toddlers, to correspond to the age group you are working with in your practicum classroom).
2. In addition, teacher candidates will plan and design activities emphasizing the importance of play and creativity for children aged birth to three.
Project 2: Environment Project (Core Assessment):
Teacher Candidates will design, implement and analyze an environment within the early childhood classroom for infants and toddlers. Although the role of the classroom teacher is important, teacher candidates will relate the aspects of this project to the physical environment as a third teacher. This environment should be age/developmentally/ and culturally appropriate; hands-on, interesting to the children, creative, well organized, maintain the children's attention, demonstrate integration of content areas, include any directions, incorporate ideas for children with varying needs, and be integrated across the curriculum. Through this project, teacher candidates should be able to build upon the experiences and knowledge of the students enrolled in the classroom and document growth and development using the Ounce Scale Standard of Assessment.
The Plan - 2a: (due Week 3)
When planning an environment for children, teacher candidates must take into consideration a pre-assessment of children. Teacher candidates must understand their prior knowledge and experiences. In order to consider these steps for effective planning:
The Implementation -2b: (Due Week 4)
Teacher candidates will implement the environment, making sure to document by taking five (5) photographs, as follows:
The Analysis -2c: (Due Week 6)
After having set up the environment change: (The environment should be left up for a minimum of one week in order to evaluate the usage).
Project 3: Activity Implementation and Video reflection:
3a. In collaboration with your mentor teacher, plan an activity to implement with the children during center time. Outline your plan using the Activity one Plan Format guide, making sure to address each criteria. (Due Week 5)
3b. Implement activity. As you implement the activity, videotape yourself teaching. Ask your Mentor teacher to help you or position camera so that it is pointed at you. This videotape must then be submitted to professor in dropbox. Approval form must be submitted by Mentor Teacher to Professor by email, prior to implementation. You are responsible for providing Mentor Teacher with Professor's email address. (Due Week 6)
Project 4: Personal Philosophy Statement-INFANT/TODDLER: (Due Week 8)
Teacher Candidates will begin this process by listing adjectives to describe 1)Children, 2)Families and 3)Teachers. These lists of adjectives becomes your image of the child, teacher and family. It is important to understand that the way we describe people affects the way that we work with them. Use these images to help you define your philosophy.
Teacher candidates will write a personal philosophy statement for INFANT/TODDLER aged education. Supporting documentation include: image of the child, image of the teacher, image of the family, theories that support views on children, teaching and family involvement, and journals written in practicum piece. Citing references APA style, especially when addressing theory, is required.
Final Exam: Essay (Week 8)
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. It is the teacher candidate’s responsibility to contact the professor prior to due date if he/she does not understand the criteria for the assignments as explained.
Classroom Rules of Conduct:
Teacher candidates are required to read the textbook chapters in order to participate in class discussions. Small group work includes dialogue and problem solving throughout the semester. Individual teacher candidates can receive partial points for class participation and discussion. The class projects are based on contents covered in the text and class dialogue.
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.
Visiting programs or schools 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. Candidates must review the protocols and practicum manual for visiting programs. Cell phones for emergencies and are required to be turned to vibrate. Otherwise, all phones are to be turned off during class time. Text messaging is not permitted during class time.
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:6/13/2012 7:39:00 PM