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Education Major Version

EDE 360C Practicum
Condra, Barbara


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

EDE 360 Practicum

Semester

FA 2012 HOZ

Faculty

Condra, Barbara

Title

Adjunct Faculty

Degrees/Certificates

Ed.D Educational Administration

Daytime Phone

816-468-1665

Other Phone

816-985-6636

E-Mail

Barbara.Condra@park.edu

bjcondra@aol.com

Semester Dates

August 20, 2012 thru December 14, 2012

Class Days

Wednesday (if possible)

Class Time

An entire elementary school day

Prerequisites

Admission to the School for Education. C - Concurrent enrollment in EDE385 and EDE 387 or approval of Program Chair

Credit Hours

2


Textbook:

Additional Resources:

Additional Resources:

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

 $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:

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!!

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:
EDE360 Practicum: This field experience in a classroom supports the integration of teacher knowledge, skills, and dispositions in the observation and application of classroom management, professional practices, and instructional techniques. The student is required to be in the regular classroom a full day or 2 half days during the semester. Students must earn a "B" during the semester. Students must earn a "B" grade or higher before continuing in the practicum sequence; may be repeated. Prerequisite: Admission to the School for Education. C - Concurrent enrollment in EDE 367 and EDE 391 or approval of Program Chair. 0:2:2.

Educational Philosophy:

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

  1. Observe, identify, and evaluate evidence-based best practices and theories of assessment with actual classroom use and impact on learners.
  2. Apply knowledge and skills in designing and evaluating short- and long-term goals to improve learning for whole class and individual learners using formative and summative assessments learned in EDU 367, EDE 385, and EDE 387.2. Apply knowledge and skills in designing and evaluating short- and long-term goals to improve learning for whole class and individual learners using formative and summative assessments learned in EDU 367, EDE 385, and EDE 387.
  3. Use feedback from assessments that improves both teaching and learning by facilitating learners' engagement in learning inside and beyond the classroom.


Core Assessment:

Reflective Journal

Class Assessment:

Required Forms for Practicum C

1.      Maintain 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.

2.      Complete 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):

1.      Complete 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).

2.      Complete one Teacher Disposition Evaluation Form at the end of the term.

3.      Review and approve the student’s Time Sheet.

4.      Follow guidelines outlined in the Practicum Handbook and the Memorandum of Understanding between Park University School for Education and the School

 

Grading:


NOTE: Attendance 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 the field.

Classroom Rules of Conduct:
Follow the guidelines and standards presented in the Practicum Manual.

Course Topic/Dates/Assignments:

1. Post-Session Practicum Reflections (PSPR)/Journal This assignment should combine both reading and math sessions.

Make 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 students.)

·      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 own classroom?

The case study is due at the beginning of Week 15.

3. Additional Practicum C Requirements 

·        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.

     Meet 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.

·        Design 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 12.

·          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.

  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:


Attachments:
PSRS FORMBibliography:

Copyright:

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Last Updated:9/4/2012 3:51:04 PM