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 373 PreK Practicum
SP 2013 HOY
Bachelor of Science - Business AdministrationMaster of Art - Curriculum and Instruction/Early Childhood Education
Online: Contact by phone Mon., Wed., & Thurs., 9:00am - 4:00pm CST or by email
January 28, 2013 - May 12, 2013
Admission to the School of Education. Students must co-enroll in EDC363 or EDC363 A or B
Please Note: All Park University School for Education candidates seeking a degree in Education (certification and non-certification tracks), must purchase
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:
a. Your Name
b. The Contract Period you wish to purchase
c. Your student identification number
d. Note: Students on a non-certification early childhood track, Teaching Young Children or Early Childhood and Leadership, need to request purchase of the NAEYC portfolio).
3. Within a few days, you will receive from
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 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: The instructor's educational philosophy is one of interactiveness through writings, observations, dialogs, internet and websites, helping students to integrate learning from EDC363 A and EDC363 B with a first hand, supervised field experience in a preschool classroom (students 3-5 years of age). Projects and assignments from EDC363 A or EDC 363 B in conjunction with assignments and experience at practicum site provide the opportunity to assimilate teacher knowledge skills and dispositions.
Instructor Learning Outcomes
The instructor will meet with each student three times during the semester. The first time will be with the cooperating teacher before or as the practicum is beginning to define goals and plans of action for the practicum experience. The second and third times will be at mid-practicum and at the end of practicum, again with the cooperating teacher to compare and discuss the evaluation and dispositions forms that will be distributed midterm and at the end of the practicum. Dates for these meetings will be determined at a later date. An observation will occur for two activities during the practicum.
Reflective Journal Assignments
Weekly assignment due Wednesdays in the dropbox by midnight of the due date or unless arranged differently by instructor.
Late Submission of Course Materials: 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. Students 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 student’s responsibility to contact the professor prior to due date if they do not understand the criteria for the assignments as explained.
Students should attend the writing center to ensure that papers do not bear any technical writing and typological errors. Students must cite references using APA style within the contents of the paper. Students 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. All written papers should be saved for the purpose of revision.
Classroom Rules of Conduct: 1. All students are required to follow the guidelines set forth in the Practicum Fieldwork Manual 2011-2012.
2. Contact the instructor at 816-210-6047 if you have an emergency.
3. Plan ahead for all assignments. Faulty technology will not be accepted as a reason for late assignments.
4. Journals will not be accepted late unless prior arrangements have been made with instructor.
5. It is the student's responsibility to contact the professor prior to the due date if they do not understand the criteria for the assignments as explained. Students should attend the writing center to ensure that papers do not bear any technical writing and typographical errors. Students must cite references using APA style within the contents of the paper. Students 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 instructor. Furthermore, this form will better enable students to explain ideas to family members of children with whom they will work in the future.
The cooperating teacher and the university instructor will work together to provide a schedule that is conducive to the student's learning. The student is expected to report to practicum at the scheduled time. It is the student's responsibility to make up any absences. Students should be sure to call the host program or school if any absence or delay is necessary. The student should fill out the attendance sheet and have it initialed by the cooperating teacher after each school visit.
7. Telephones, Mobile Phones, and Messaging:
Participation in the practicum experience provides a student with the opportunity to begin entry into the profession of teaching. Attention in the classroom must be directed towards the children and families; it is inappropriate and disrespectful to use telephones, mobile phones, or messaging for any personal purpose other than an emergency.
Dress should reflect a professional approach to teaching. Students should check with the cooperating teacher to ensure that dress meets program/school policies.
Course Topic/Dates/Assignments: Fieldwork Evaluation for Practicum ( 500 pts)
Write a reflective journal for each visit to your school or program. Your journal should include the following components. More than three pages using Times New Roman 12 font, double spaced and left alignment. Refer to rubric for additional expectations. Each journal writing should be submitted in the dropbox using e-companion on the date that it is due. Two journal assignments may be submitted on-line as class discussion at instructor discretion.
Reflection Journal Topics/Questions:
3. Talk to your mentor teacher about the art of questioning children. Why is it important and how is it cultivated? Consider one learning environment in the classroom and describe an activity that takes place in that area. Include the dialog that takes place between teacher and child to encourage the child to think more deeply. Reflect upon how questioning children helps you as a teacher to identify ways to proceed when using the project approach in the classroom. Due Friday, February 15, in dropbox by midnight, CST.
4. Describe the classroom learning centers in your classroom. What does your mentor teacher consider when setting up classroom environments? Respond to how collaboration with others does or could take place during the planning process and how it can benefit both teacher and children. Describe ways that the environments are, or could be designed to reflect anti-bias and be adapted for any children with special needs. Due Friday February, 22, in dropbox by midnight, CST.
5. Define Developmentally Appropriate Practice and describe how the practicum school/program philosophy conforms to DAP. How does the school's curriculum guide the learning taking place in the classroom? (Is project work incorporated into the curriculum?) React to how the image of the child is reflected in the interactions in the classroom and the activities presented and how this image is related to DAP. Finally, discuss how learning is assessed. Due Friday, March 1, in dropbox by midnight, CST.
6. Get your teacher's perspective on parent relationships and parent-teacher conferences. If allowed, sit in on a conference or other event involving parents (e.g. a room party) and react to that. (Some schools, teachers, and parents are happy to do this, and some are not. Use good sense and remember confidentiality.) What is important to consider when planning conferences? Is there anything unique to the program/school that occurs in conferences? Address what you found to be effective/ineffective. Due Friday, March 8, in dropbox by midnight, CST.
7. Observe and record an activity for at least 15 minutes. Discuss your method of recording the activity and why you think it is effective. Upon review and based upon your observations, what hypotheses are you able to make regarding the children's interests? How will your hypotheses guide your planning as a teacher and help you decide what to offer the children next? How is your voice and the voice of the children reflected? Identify the types of materials and possible activities that might be offered to engage the children and to encourage their interests. Consider both the group and also individual children. Be sure to be mindful of children with special needs. Due Friday, March 15, in dropbox by midnight CST.
8. Refer back to the list of strengths and goals that were identified in your first evaluation. Reflect upon how these strengths have helped you during your practicum experience. What other strengths do you think that you have developed? How have you worked to reach the goals that were established? Discuss how your relationships with the children, your cooperating teacher and the families have effected your growth and what you have learned about yourself. Apply your reflections to the NAEYC Code of Ethical Conduct. Due Friday, March 22, in dropbox by midnight, CST.
9. Think about your practicum experience. What did you find most difficult, most rewarding, most surprising, most relevant and irrelevant? Give examples and consider how what you have experienced relates to what you have learned in your Pre-K class. Compare how this practicum experience differed or was similar to others that you have had. How do you think that your experience will impact your next practicum, student teaching or teaching position? Due Friday, March 29, in dropbox by midnight, CST.
10. Write a self-evaluation for the second activity you present in the classroom. What do you think you did well? What would you do differently next time? React to any feedback you receive from children, peers, teachers, etc. Were the instructional objectives of the activity generally met? What did you learn that surprised you? How did the activity impact the children's learning. Discuss any adaptations you made in your second activity because of your experience in the first. Due Friday, April 5, in dropbox by midnight, CST.
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 2012-2013 Undergraduate Catalog Page 97
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 2012-2013 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 2012-2013 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:1/25/2013 3:00:22 PM