EDC415 Internship in ECE & Leadership

for SP 2013

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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


EDC 415 Internship in ECE & Leadership


SP 2013 HOY


Spence, Mary


Adjunct Faculty


Bachelor of Science - Business Administration
Master of Art - Curriculum and Instruction/Early Childhood Education

Office Location


Office Hours

Online: contact by phone Mon., Wed., & Thurs., 9:00am - 4:00pm CST or by email

Daytime Phone




Semester Dates

January 14, 2013 to May 12, 2013

Class Days


Class Time



EDC354 orEDC354A & EDC354b, EDC355 or EDC355 A & B, EDC362 or EDC362 A & B, EDC363 A & B, EDC372 or EDC382, EDC373 or EDC383 and admission to the School for Education.

Credit Hours



No Text
Please Note: All Park University School for Education candidates seeking a degree in Education (certification and non-certification tracks), 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



2 years



3 years



4 years



5 years



6 years



2. Send an email to Carol Williams (carol.williams@park.edu) 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 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.

Additional Resources:

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:
EDC415 Internship in ECE & Leadership in Early Childhood Education; A 12 week field experience designed to examine the role of leadership in early care and education. 30 contact hours of seminar meetings will provide an opportunity to support of the development of students as leaders who empower, encourage and support others as the strive to meet goals and become agents of change in early childhood programs. Prerequisites: EDC354 orEDC354A & EDC354b, EDC355 or EDC355 A & B, EDC362 or EDC362 A & B, EDC363 A & B, EDC372 or EDC382, EDC373 or EDC383 and admission to the School for Education and criteria met for requesting internship. Degree portfolio will be completed in this course. Variable credit 8-12 cr.

Educational Philosophy:
Learning occurs through a combination of one on one seminars and discussions, assigned readings, research, interation with peers, and active involvement within the internship placement.  During this internship students will engage in discussion, research and implement an approved project, keep weekly journals, and work closely with the university supervisor and mentor.

  Instructor Learning Outcomes

  1. Promoting Child Development and Learning
  2. Building Family and Community Relationships
  3. Observing, Documenting, and Assessing to Support Young Children and Families
  4. Using Developmentally Effective Approaches
  5. Using Content Knowledge to Build Meaningful Curriculum
  6. Becoming a Professional
Class Assessment:
1. Students will spend a minimum of 40 hours per week in an Early Childhood center/program/school.
2. Learning journals are due weekly throughout the semester.  Journals will address the learning taking place and how it will be used.  The reflections will connect to reading and internship experiences.  Students should site literature to support their thinking and ideas. 10 points each (120pts) Due Sundays by Midnight CST.
3. Each student will develop and in-depth project for the center/program/school. Project will be documented with a journal describing each phase of the project. Since the project is student driven, a rubric weill be developed in class. 50 points Due Date to be Determined
4. Each student will video tape him/herself in two different learning activities with children or adults. The student will complete a written self-evaluation using the tape. The final task in this assignment is to write an essay reflectin on growing capacity for self-evaluation.  Guidelines and rubric will be developed in class. 50 points (25 each) 1st video due prior to midterm; 2nd video due at end of term.
5. Each student will select three articles from academic journals. The student will select professional literature that is relevant and relates to their experience. The student will then reflect and submit a summary of their ideas including points of agreement/disagreement, questions they still have, and how their practice has been influenced by their learnings.  Rubric will be developed in class. 20pts each
6. Each student will be evaluated by a University Supervisor and Mentor using Talan, Teri N., and Bloom, Paula Jorde. (2004) Program Administration Scale. New York, NY: Teachers College Press.  An interim evaluation conducted by the university supervisor will total 50pts, and by the mentor 25pts. A final evaluation conducted by the university supervisior will total 100pts, and by the mentor 50pts.  (Total 225pts)
7. An electronic portfolio demonstrating a students competence as an early childhood leader must be submitted as a part of the course requirements. The porfolio will be evaluated using the approved rubric (measuring NAEYC standards for early childhood educators), and must include a Philosophy of Educaton and an Autobiography.


Weekly Journals
10 X 12
2 X 25
Professional Journal Articles 3 X 20 60
Midterm Evaluation University Supervisor 50 50
Midterm Evaluation Mentor 25 25
Final Evaluation University Supervisior 100 100
Final Evaluation Mentor 50 50
Total Points 505
Grading Scale
454 - 505 =  A
408 - 453 =  B
366 - 407 =  C
328 - 365 =  D
    0 - 327 =  F

Late Submission of Course Materials:
Assignments must be submitted on time to receive full credit. Late assignments will drop one point per day it is late, unless it has been approved by the Instuctor prior to the due date.

Classroom Rules of Conduct:

All written assignments are to include cited references using APA style within the contents of the paper.  One point for every three spelling or grammar errors will be deducted from the total.
Everyone experiences personal emergencies, please make every effort to contact the Instructor if  you need to reschedule any meetings.

Course Topic/Dates/Assignments:
To be decided between student and instructor at first meeting.

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 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.

  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 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 .


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Last Updated:1/25/2013 12:01:36 PM