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EDC 420 Internship in Early Chldhd Tchng
Spence, Mary


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

EDC 420 Internship in Early Chldhd Tchng

Semester

SP 2013 HOY

Faculty

Spence, Mary

Title

Adjunct Instructor

Degrees/Certificates

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

Office Location

TBA

Office Hours

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

Daytime Phone

816-210-6047

E-Mail

mary.spence@park.edu

Semester Dates

January 14, 2013 to May 12, 2013

Class Days

TBA

Class Time

TBA

Prerequisites

Completion of EDC363, EDC372, EDC363, EDC373 with a grade of B or better and a GPA of 2.75

Credit Hours

12


Textbook:

No text is required for this course.
 
Required Reading
Park University Teacher Candidate Handbook: www.captain.park.edu/education
 
 

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

$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:

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:

Buehl, Doug. Classroom Strategies for Interactive Learning, 2nd ed. Newark, Delware: International Reading Association, 2001.

Cipani, Ennio. Classroom Management for All Teachers: 11 Effective Plans. Upper Saddle River, New Jersey: Merrill, 1998.

Cooper, James M. (Ed.). Classroom Teaching Skills, 7th ed. Boston: Houghton Mifflin, 2003.

Fay, Jim and  Cline, M.D., Foster W. Discipline with Love and Logic. Golden, CO: The Love and Logic Press, Inc. 1994.

Glasser, M.D., William. Choice Theory. New York: First HarperCollins Publishers, 1998.

Goethals, M. Serra, and Howard, Rose A. Student Teaching: A Process Approach to Reflective Practice. Upper Saddle River, New Jersey: Merrill, 2000.

Kane, Pearl Rock. (Ed.). The First Year of Teaching. New York: Walker and Company, 1991.

Kronowitz, Ellen L. Your First Year of Teaching and Beyond. 4th ed. Boston: Pearson, 2004,

Pelletier, Carol Marra. A Handbook of Techniques and Strategies for Coaching Student Teachers, 2nd ed. Needham Heights, Maryland: Allyn and Bacon, 2000. 

Pelletier, Carol Marra. Strategies for Successful Student Teaching, 2nd ed. Boston: Pearson Allyn and  Bacon, 2004.

Reed, Arthea J. and Bergemann, Verna E. A Guide to Observation, Participation, and Reflection in the Classroom, 5th ed. Boston: McGrawHill, 2005. 

Roe, Betty D. and Ross, Elinor P. Student Teachng and Field Experiences Handbook. 5th ed. Upper Saddle River, New Jersey: Merrill Prentice Hall, 2002.

Sullo, Bob. Activating the Desire to Learn. Alexandria, Virginia: Association for Supervision and Curriculum Development. 2007.

Stronge, James, H. Qualities of Effective Teachers. Alexandria, Virginia: Association for Supervision and Curriculum Development, 2002.

Wong, Harry K. and Wong, Rosemary T. How to be an Effective Teacher: The First Days of School. Mountain View, CA: Harry K. Wong Publications, Inc. 1998.

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:
EDC420 Internship to Early Childhood Teaching - non-certification: Internship in Teaching Young Children: A twelve week experience of teaching internship in one or two different early childhood settings. (Infant/Toddler and Pre-Primary-or Mentorship if already teaching) Interactions with children and familes from a variety of backrounds will be an internal part of the directed teaching experieince. Included will be 30 contact hours of seminar. The purpose of the seminar is to allow exploration of issues and experiences in a reflective way, to enhance the teaching experience, and to articulate as appropriate philosophy of early childhood education as a basis for making professional decisions. Prerequisites: EDC354 or EDC354 A&B,EDC355 or EDC355 A&B, EDC362 or EDC362 A&B,EDC363 or EDC363 A&B, EDC372, EDC373 and admission to the School for Education and criteria met for requesting internship. Degree portfolio will be completed in this course. 2:12:12

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.

Learning Outcomes:
  Core Learning Outcomes

  1. Applies the central concepts, tools of inquiry and structures of the discipline(s) within a context of a global society.
  2. Creates meaningful, interdisciplinary learning experiences as defined by subject competencies for beginning teachers.
  3. Provides learning opportunities that support the intellectual, social, and personal development of all students.
  4. Creates instructional opportunities that are adapted to diverse learners.
  5. Develops, implements, and evaluates curriculum based upon student, district, and state performance standards.
  6. Uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
  7. Uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
  8. Models effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
  9. Uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
  10. Applies the ethical practices of the profession and continually assesses the effects of his/her choices and actions on others.
  11. Seeks out opportunities to grow professionally and utilizes the assessment and professional growth to generate more learning for more students.
  12. Fosters relationships with school colleagues, parents, and educational partners in the larger community to support student learning and well-being.
  13. Uses technology to create meaningful learning opportunities for all students.


  Instructor Learning Outcomes
  1. STANDARD 1. PROMOTING CHILD DEVELOPMENT AND LEARNING
  2. STANDARD 2. BUILDING FAMILY AND COMMUNITY RELATIONSHIPS
  3. STANDARD 3. OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES
  4. STANDARD 4. USING DEVELOPMENTALLY EFFECTIVE APPROACHES
  5. STANDARD 5. USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM
  6. STANDARD 6. BECOMING A PROFESSIONAL
Core Assessment:
  • Collect a reflective journal
  • Note changes in lesson plans in the reflective notations

Class Assessment:
Requirements:

1. Core Assessment: Journal:  Each candidate will complete a journal
of reflections. Weekly reflections are required after the first two weeks. These
reflections include: examinations of classroom procedures, interactions,
and organizations, new ideas and materials implemented, what went well
in classroom, problems encountered, and goals for the week, evidence of
growth, etc. This assignment is designed to further develop the teacher
candidate’s critical and reflective thinking skills and help assess professional
growth in this field. One reflection is to be given to the cooperating
teacher for comments. Every observed experience must include a
reflection. 

2. Lesson Plans: Two experience plans are required. The experience plan
format will be presented in class. A reflection, State Standards (written out),
and accommodations/adaptations must be included in every experience
plan. These plans can include plans included the Teacher Work Sample and
from University Supervisor’s visits.
 
3. Attendance and Dress: Regular attendance at the school site is
extremely important. Attendance must be kept on the time sheets to fulfill
the course requirements. Professional dress is required at the school
site. Adhering the dress code of the school placement, candidates must
remember that they are representatives of Park University.
(NO jeans,shorts, etc. Therefore candidates should dress accordingly.
If a candidate questions the appropriateness of the attire, it probably isn’t appropriate.
For example, there should never be any bare midriffs, or space between shirt and
slacks/skirt, refrain from see-through tops or bottoms, no inappropriately
clinging or form-fitting outfits, etc. Placement sites have the authority to
remove you from their premise if they feel you are disruptive to the learning
environment. Disruption to the learning environment can include, but no
limited to, improper dress, disrespect to school employees or students,
infractions of or failure to follow school rules, and/or insubordination.

4. Teacher Candidate Performance Project: Each teacher candidate is to
complete a Teacher Work Sample during the field experience. The Teacher
Work Sample will consist of an agreed upon project by the cooperating
teacher and the teacher candidate. The Teacher Work Sample assignment
will be given during the first week of class. 

5. Reflection on a video taping of an experience. Each teacher candidate
will film a lesson presentation. The teacher candidate will watch the film to
write a reflection on the experience. An assignment sheet with rubric will be
available during the first week of class. MUST BE COMPLETE PRIOR
TO MID TERM EVAL 

 6. Other requirements:

NAEYC Portfolio required for completion of course

Assigned Class writings (Ex. Letter of Introduction)

 

Grading:

Internship in Teaching Experience:                                         

Interim Evaluation by University Supervisor                      100 pts
Interim Evaluation by Cooperating Teacher/Mentor           50 pts
Final Evaluation by University Supervisor                         250 pts
Final Evaluation by Cooperating Teacher                         100 pts                    
Activity/Experience Plans                                                 150 pts                                        
Reflections/Journal                                                           250pts
Teacher Candidate Performance Project                          150 pts

.

Any teacher candidate who misses three classes, regardless of whether or not the absence
is excused, will be administratively withdrawn.

  

Portfolio

An electronic portfolio demonstrating a student’s competence as an early
childhood leader must be submitted as a part of the course requirements. The portfolio
will be evaluated using the approved rubric (measuring NAEYC standards for early
childhood educators). The portfolio must include Philosophy of Education andAutobiography.
No student will receive a passing grade in EDC 420 until the Portfolio is successfully completed.

 

Grading:

A    90- 100%

B    80 - 89%

C   70 - 79%

D   60 - 69%

F     0 - 59%

 

 

 

 

Late Submission of Course Materials:
 Teacher candidates must follow the criteria outlined and abide by the due dates for each

project. 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. Teacher candidates 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 teacher candidate’s responsibility to contact the professor prior to due

date if they do not understand the criteria for the assignments as explained.

 

Classroom Rules of Conduct:

Reading/Class Participation

Teacher candidates are required to read the textbook chapters in order to participate in

class discussions and small group activities. Small group work includes dialogue and

problem solving throughout the semester. Individual teacher candidates will receive

partial points for class participation and interaction. The class projects are based on

contents covered in the text and class dialogue.

 Writing Assignments

Scoring guides that include format for written assignments are provided for the course.

Teacher candidates should attend the writing center to ensure that papers do not bear

any technical writing and typological errors. Teacher candidates must cite references

using APA style within the contents of the paper. Teacher candidates 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. Furthermore, this form will better

enable students to explain ideas to family members of children with whom they will work

in the future. All written papers should be saved for the purpose of revision. Teacher

candidates are allowed to make one revision for each written project if the grade is less

than ninety percent and submitted on time. The due date for the revised papers is two

weeks after they have been returned to students.
 
Mobile Phones and Messaging:

Participation in class is essential for everyone's learning. If teacher candidates must

have a mobile phone for emergencies, they are required to turn to vibrate. Otherwise, all

phones are to be turned off during class time. Text messaging is not permitting during

class time.

Visiting Programs

When visiting early childhood programs for observations it is essential that teacher

candidates always remember that they are representatives of Park University.

Professional dress and behaviors are required during all observations.

Course Topic/Dates/Assignments:

 Sequence of assignments to be determined between instructor and student. (see assessment area)

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.

  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 .

Copyright:

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Last Updated:1/27/2013 4:31:50 PM