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
EDE 360 Practicum
FA 2012 HOZ
Ed.D Educational Administration
August 20, 2012 thru December 14, 2012
Wednesday (if possible)
An entire elementary school day
Admission to the School for Education. C - Concurrent enrollment in EDE385 and EDE 387 or approval of Program Chair
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:
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.
Student, Per Year
Send an email to Carol Williams
(email@example.com) with the following information:
The Contract Period you wish to purchase
Your student identification number
Within a few days, you will receive from Foliotek an email with online purchasing information. Upon receipt of this
email, purchase your Foliotek contract.
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 a 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: I believe that the best learning environment is created when
both teachers and students see themselves as learners and when both come to a
learning experience with an expectation and an intention to learn as a result of the experience. As an instructor/facilitator of
learning it is my role to maximize students’ learning experiences through challenging
pedagogical strategies that encourage questioning, reflective thinking, and
self-evaluation. This is best done
through interactive and experiential discussions through real-life situations.
Through this process I not only encourage the student to learn and challenge
themselves, but I am also an active participant in the process as I learn
through my interactions with the students.
Learning Outcomes: Core Learning Outcomes
Required Forms for Practicum C
a Time Sheet of your attendance, in which you record the date of each practicum
session, time in and out for each session, hours completed during each session,
and cumulative hours completed during the course of the practicum. The Time
Sheet must be reviewed and approved by the Cooperating Teacher. Note: you MUST
follow the Schedule and Attendance policy outlined in the Practicum
Fieldwork Manual. Attendance also means that you will assist
your Cooperating Teacher as described in the Practicum Fieldwork Manual.
the Field Experience Initial Interview (from the Practicum Fieldwork
Manual). You are responsible for contacting your Cooperating Teacher and
scheduling an initial meeting. During this meeting, you and your Cooperating
Teacher will set a schedule for regular attendance and establish an agreement
as to what is expected of each other. You must submit a copy of the Field
Experience Initial Interview form found in the Practicum Fieldwork
Manual to your University Supervisor according to the due date listed in
the Tentative Course Schedule.
Forms & Responsibilities Required of Cooperating Teacher
(forms are included in Practicum Manual and/or provided in a packet presented
to Cooperating Teacher at beginning of Practicum):
two Student Evaluation Forms, one at mid-term (i.e., approximately week
7) and the other at the end of the term (i.e., approximately week 14).
one Teacher Disposition Evaluation Form at the end of the term.
and approve the student’s Time Sheet.
guidelines outlined in the Practicum Handbook and the Memorandum of
Understanding between Park University School for Education and the School.
Record To receive a final course
grade, you must submit the Log Sheet form from the Practicum Manual
containing a record of all days you attended Practicum C with your cooperating
teacher’s signature. This log sheet should be attached at the end of your
Practicum Case Study assignment.
Late Submission of Course Materials: Your practicum schedule will largely determine when you submit
assignments. However, you are expected to submit your Post-Session
Practicum Reflections no later than Sunday, midnight every week that you’re in
Classroom Rules of Conduct: Follow the guidelines and standards presented in the Practicum Manual.
Post-Session Practicum Reflections (PSPR)/Journal This
assignment should combine both reading and math sessions.
connections between your reading and math classes and the practicum setting.
You are to use the Post-Session Practicum Reflections (PSPR) form to
create a journal. It is designed to give you an objective format for
observations and instruction in a balanced and productive way. You
are to record and objectively reflect on at least 10 practicum sessions at your
assigned site(s). “Sessions” can include any reading and math instructional
activity you observe in the classroom and/or anything you try with a small
group or the whole class of students related to reading and math
instruction. Copies of your PSPRs
must be submitted at the end of every week by Sunday, midnight to your
University Supervisor via the Doc Sharing tool in your eCompanion site for the
course. These will be returned to you in a timely manner with feedback, and can
be used for the core assessment in this class, the case study
scrapbook. In the meantime, keep your own copy to track, reflect, and
improve your instruction.
2. Practicum Case
Study Portfolio (Core Assessment)
The case study portfolio is intended to guide the student in
understanding the various dynamics at work in diagnosing and remmediating
specific learning deficits. This is not intended to be a “term paper” but rather
a portfolio of documented information and reflection that leads you to a deeper understanding
of how teachers impact student learning through the choices they make.
The portfolio must contain the following: A brief description of the two students you
tutored and their academic needs. It should also identify the strategies you
chose to use with them and why you chose them. (This description should be
submitted to the Instructor shortly after you have begun tutoring the
IIdentify the gains or improvements the students
made (if they did) and how you measured that.
IIdentify what environmental or unforeseen
circumstances might have impacted the students’ progress either positively or
negatively. (i.e: illness, excessive absence, behavior issues, relationships
with other students, etc.)
Using a T-Chart make a list of what you would do
differently if you had those same students the next semester and a list of
other resources you would like to use.
Please include your notes from the observations
of other teachers in your assigned building (as stated under #3 Additional Practicum C Requirements) and identify any strategies or
procedures that seemed particularly good or that were ineffective.
Briefly state your major take-aways from this
experience: What did you learn about the students you tutored? Would you change
anything about the description you wrote when you first began working with
them? What insights did you gain? How will this impact you as teacher with your
The case study is due at the beginning of Week 15.
3. Additional Practicum C
· Visiting at least one other
class in the school: (a) list, describe, discuss what you see in terms of
reading and math assessment and remedial instruction in an informal write-up
(may be notes taken while observing); (b) submit informal report to university
supervisor by the end of Week 10.
Note: Please feel free to observe more
than one classroom to see reading and math assessment and instruction “in
action” and/or observe math in one classroom and reading in another.
and talk with at least three school personnel (e.g. special needs teachers,
reading coach, principal/assistant principal) about assessment and remedial
instruction of reading and math difficulties: list, describe,
discuss what you learned in an informal write-up (may be notes taken during
your conversation); and include in the Case Study Portfolio.
and teach at least two lessons, one reading and one math: (a) consult with
cooperating teacher, university supervisor, and the EDE 385 or EDE 387
instructor while designing; (b) obtain feedback from cooperating teacher after
implementing each lesson (teacher may write feedback, or student may take notes
during verbal feedback); (c) submit to university supervisor by the end of Week
Tutoring. Implement the assessment and strategies
you learn in EDE 385 and EDE 387 with one student in math and one student in
reading. Most likely, in order to
complete your course requirements, you will also need to work with your student
during math and/or reading time on Tuesdays or Thursdays. Please work with your cooperating
teacher to develop a schedule that will work for both of you. Due dates for tutoring requirements can
be found in your syllabus for EDE 385 and EDE 387.
4. S4. Self-Assessment of Teaching
Dispositions: Complete a self-assessment of your teaching
dispositions. Using the Teaching Disposition Evaluation—Students form,
you are to rate your demonstration of each of the teaching dispositions.
This task is required by the School for Education and the Missouri
Department of Elementary & Secondary Education and does not earn points. The due date for this self-assessment
will be determined by the director of field experiences.
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.
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 .
Last Updated:9/4/2012 3:51:04 PM