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 382 Infant & Toddler Practicum forECE and Leadership
UU 2013 HO
BA ED Early Childhood EducationMA ED Early Childhood Education
June 3 - July 28
Textbook: No Textbooks are required.
Required: Digital Video Camera to upload video/photos of teaching experiences.
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.
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
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 a academic advisor (list them) access to view your portfolio. It is imperative you complete this final step!!
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
Additional Resources: Technology is embedded in the course through Internet research. Teacher candidates will use technology in the college classroom and the classroom with children. Some instruction occurs in E-classes via the discussion board.
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 EDC362 with a first hand, supervised field experience in an infant/toddler classroom. Projects and assignments from EDC362 in conjunction with assignments and experience at the practicum site provide the opportunity to assimilate teacher knowledge skills and dispositions.
Class Assessment: Assessment of the class will be done by Reflective Journal writing and Final Evaluation.
1 Introduction to the course
2 1st week of practicum - 1st reflection due
3 2nd reflection due from practicum time for the week
4 3rd reflection due from practicum time for the week
5 4th reflection due from practicum time for the week
6 5th reflection due from practicum time for the week
7 6th and final reflection due from the practicum time for the week
Final Fieldwork Evaluation due from total practicum experience
8 Final week of the course
Grading: 1. Reflective Journal writing (6 journals - 30 pts each)180pts
2. Fieldwork Evaluation for Practicum300pts
432 - 480 - A
384 - 431 - B
336 - 383 - C
288 - 335 - D
below 288 - F
Late Submission of Course Materials: Late submissions are acceptable 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 dropbox 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. Students are required to follow the guidelines set forth in the Practicum Fieldwork Manual 2012-2013.
2. Students are required to complete all assignments on the date indicated in the syllabus.
3. All required hours for practicum must be completed prior to the last day of the semester. Failure to do so will result in an "F" grade.
Mobile Phones and Messaging:
If candidates must have a mobile phone for emergencies, they are required to turn to vibrate. Otherwise, all phones are to be turned off during practicum experience. Text messaging is not permitted during time spent in practicum classroom. Policies of the Practicum site must be respected.
When visiting early childhood programs for observations it is essential that candidates remember they are representatives of Park University. Professional dress and behaviors are required during all observations.
Course Topic/Dates/Assignments: Fieldwork Evaluation for Practicum ( 300 pts)
You, your mentor teacher and your practicum instructor will evaluate your performances using the evaluation form, dispositions form, Goals/Plans of Action form and timesheet (found on doc sharing) and all will be used in to determine earned score. The evaluation form and dispositions form must be completed by the teacher candidate and mentor teacher and submitted to Professor in the dropbox by the end of the semester to receive any points at all. It is the responsibility of the teacher candidate to make sure that this information is completed and submitted in a timely fashion.
This evaluation can also be used to improve or modify your performances and to have a better evaluation by the end of semester.
Reflective journal writing ( 6 journals - 30 pts/ea)
Write a reflective journal for each visit to your school or program. Your journal should include the following components. Three or more pages using Times New Roman 12 font, double spaced and left alignment. Refer to rubric for additional expectations.
Each journal writing should be submitted by dropbox on due date. The following topics are to be written about all students in addition to general practicum observations and reflections.
1. Visit the school’s/classroom’s supply room and create a list of materials and supplies that are available in your classroom. Include this list at the beginning of your essay (this will be the only journal where it is not required that all of the content be in essay form). After observing the classroom environments, add to the list any materials and supplies that you think would be of benefit to encourage the growth and development (Social and Emotional, Communication and Language, Cognitive, Physical) of infants or toddlers. (Be creative...think about materials that you have seen in other places and consider if/how they might be of benefit in the classroom). If at a site there is a specific Art Studio, compare the materials stored in the classroom and those in the Art Studio. How are they alike or different? Discuss with your mentor teacher and comment about how the materials in the Art Studio may enhance the learning taking place in the classroom. If there is no Art Studio, state this in your paper. (Remember: this requires you to visit the supply room on the first day of practicum since the assignment is due at the end of the first week of practicum ).
2. Reflect on the image of the child in your mentor teacher's classroom. How is that image communicated through the environment, through the documentation, and through the daily schedule? Relate this to the school’s philosophy (ask your Mentor Teacher or the Director of the school for this document) and comment about how it is reflected both in the classroom and throughout the school.
3. How does your mentor teacher plan for the day's activities? How does she/he plan for individual children's growth and development? What evidence of this planning is visible? How does your mentor teacher assess the learning from the activities that are planned and implemented? Compare and contrast what is planned for the day and what actually takes place. Be sure to explain discrepancies.
4. Describe your mentor teacher's classroom management style. Describe two incidents of children's behavior and teacher's response. How effective was the management style? Reflect upon other methods of classroom management and compare/contrast.
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.
6. How does your mentor teacher demonstrate collaboration in the classroom, in the school and with families? How does your mentor teacher establish and maintain communication with the families? Do you see any constraints? How are families included in both the classroom community and the school community? Discuss with your mentor teacher a time she/he has had to communicate negative information to a family. Reflect on the response and what you have learned.
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 .
Attachments:Early Childhood Practicum Manual 2012-2013
Last Updated:5/18/2013 3:24:22 PM