EDE360A Practicum

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


EDE 360 Practicum


SP 2013 HO


Ricklefs, Marcie


Instructor/Adjunct Faculty


BS Elementary Education
MA Early Childhood

Office Hours

By appointment

Semester Dates

January 23, 2013 - May 8, 2013

Class Days

---W---or otherwise arranged with cooperating teacher

Class Time

1 full day or 2 half-days as set by practicum student & cooperating teacher


Admission to the School for Education; Course taken in conjunction with EDE 380 and EDE 359

Credit Hours



 Handbook located at www.park.edu/education

Required: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

 1 year


 2 years


 3 years


 4 years


 5 years


6 years


2.      Send an email to Carol Williams (cwilliams@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 (cwilliams@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:
EDE360A 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" grade or higher before continuing in the practicum sequence; may be repeated. Prerequisite: Admission to the School for Education. A. Concurrent enrollment in EDE 359 and EDE 380 required unless previously completed.0:2:2.

Educational Philosophy:

This course presents the basics of teaching in elementary schools, and provides teacher candidates with opportunities to reflect upon and apply those basics. Reflective inquiry is a key element of the course. This course requires the teacher candidate to observe a practicing teacher in a classroom and reflect upon the observations. The teacher candidate is also required to fulfill the duties that are outlined in the Practicum Handbook. It is the philosophy of this instructor that the teacher candidate at the assigned site be an active member of the classroom and demonstrates the attributes of a professional teacher.   

       The instructor has the following expectations of the enrollees in EDE360: 1) they are advanced, serious students with a declared commitment to elementary education, 2) they have completed all requirements for Admission to Teacher Education, 3) they are skilled in oral and written communication and 4) they practice ethical and professional behavior in and outside the classroom. 

Learning Outcomes:
  Core Learning Outcomes

  1. demonstrate skills in communicating and interacting effectively with elementary students, as well as with peers, cooperating teachers, administrators, parents, and others in an actual school setting.
  2. reflect through journal writing about thought processes as to planning and implementing elementary school instruction, and using metacognitive processes to evaluate instructional practices.
  3. demonstrate developmental teaching performance skills.

Core Assessment:

Core Assessment: Reflective Journal

Cooperating teacher evaluation 

 Supervising teacher evaluations
 journal writing
Attendance log

Link to Class Rubric

Class Assessment:

       A 14 week field experience providing supervised fieldwork in the elementary classroom. The teacher candidates are required to spend one full day a week or 2 half days a week (minimum) at the designated field site (98 hours). The details of specific assignments for the block practicum are outlined in related courses and the Practicum Handbook. The requirements of this experience must be successfully completed before enrolling in additional Practicum courses. Evaluation forms will completed by the supervising teacher and cooperating teacher that assess the Park University student’s skills in the classroom.

1.      Attendance. Consistent and Prompt attendance at the school site is very important! Plan to arrive before students and stay after dismissal. Credit is earned for each full day of the required 14 days of Practicum. An attendance log must be kept and signed by the cooperating teacher. Attendance will be monitored through the school sign in procedures and journal entries. Entries submitted late may not be counted.

2.      Evaluation for each elementary practicum experience. (see attached evaluation form.) Evaluation forms are to be completed by the cooperating teacher and university supervisor. 

3.      Essential Teacher Dispositions (see attached evaluation form.) Evaluation forms are to be completed by the cooperating teacher and the university supervisor.

4.      Teaching activities and performance indicators. The Park University student will provide the cooperating teacher and the Park University Supervisor with requested documentation of the aligned assignments for related courses and the Practicum Handbook. The cooperating teacher will provide a signed document attesting to the completion of these activities and performance indicators.

5.      A reflective journal entry which is submitted weekly for each (14) visit at the assigned site documents weekly attendance. Topics will be discussed in EDE 359, and are listed in the syllabus. (See core assessment). The cumulative Journal Entries Notebook will contain all 14 journals, attendance log, and bulletin board documentation, and be scored according to the core assessment rubric.

Topics for EDE 360A Practicum Journal Reflections:

*Prompt #1:  Ask the cooperating teacher for an outline of the classroom’s daily/weekly schedule. Then reflect on this. What do you notice? What does the schedule reveal about classroom and/or educational priorities? How does the schedule support or hinder children’s behaviors.

*Prompt #2: How does your cooperating teacher use district, state and national curriculum guidelines? If possible, look at some of the resources used for this purpose. How do curriculum guides influence what goes on in the actual classroom?

Prompt #3: How does your teacher set up lesson plans? Reflect on the decisions as well as the practical constraints of lesson planning. Find out what principals typically require. Consider the role of co-teaching and the benefits for including co-teaching strategies in the overall plan.

Prompt #4: Visit as many other classrooms as possible—across grade levels and even “special” classes. Go to art, music, P.E., etc. Reflect upon what you observed and learned there. Talk to the “special” teachers about their unique challenges. Talk to all kinds of school personnel, from the principal to the custodian and the lunchroom personnel. What did you learn from them!

*Prompt #5: Write about social studies instruction and how it is delivered in your school and classroom. This part may be integrated within other entries (e.g., practicum entries or entries from visits as described in the previous topic on this list). If there are attempts to integrate other subjects with social studies, please reflect on that.

Prompt #6: As you observe instruction in your assigned classroom as well as others, notice and reflect upon the ways students and teachers communicate and mis-communicate. What kinds of questions are asked? How do teachers respond to children’s questions? How do peers relate to each other?

*Prompt #7: Get your teacher’s perspective on parent relationships and parent-teacher conferences. If allowed, sit in on a conference and/or other events 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.)

*Prompt #8: Talk to your cooperating teacher about how he/she sets up the grade book and grading system, and some of the unique challenges that are posed by assessment. Do this around the time grades are coming out, and you will probably get an earful! Reflect on the problems and challenges of assessment and grading.

*Prompt #9: What do teachers at the site do to further their own professional development? Often you can hear them talking about this at lunch or in other casual settings. What organizations do teachers belong to? What further coursework are they taking? What do they read? Reflect about how you will continue to grow as a professional even after you complete your certification program. 

*Prompt #10: Write about how instruction is differentiated for children in this classroom. Which subjects use a differentiated format? Write about the lesson accommodations the classroom teacher makes for the children who have special learning needs or physical disabilities, and the English language learners. Reflect on your plans to accommodate your lessons for these children.

Prompt #11: Describe the various types of teaching strategies you see and your reactions to them, looking especially for strategies that go beyond the traditional and that aim at higher-level outcomes. Connect specific strategies with specific outcomes.  

Prompt #12: Write about special children at the practicum site—children who pose challenges, children with special needs, children who mean a lot to you, children you will remember. Reflect on how you might work with these children when you have your own classroom.

Prompt #13: Write self-evaluations for lessons you present in the classroom. What do you think you did well? What would you do differently next time? Include some of both. React to any feedback you receive from children, peers, teachers, etc. Were the instructional objectives of the lessons generally met? Did the children learn what they were intended to learn? 

Prompt #14: A Final Reflection: Reflect on your own strengths as well as areas you want to improve as you think ahead to student teaching. What are the practicum and the class teaching you about yourself?


Reflective Journal Notebook                                                                          225 pts.

       Notebook                                                                         60

       Journal entries                                                               120

       14 journals – 2 lowest scores (keep zeros if journals are not turned in)

       Bulletin Board Display                                                    25

Attendance                                                                                                      300 pts.

       Log                                                                               160                                              

       Attendance (journal entry turned in when due)  

Cooperating Teacher Evaluation (see handbook)                                        200 pts.

       Evaluation form                                                            50x2

       Disposition form                                                           50x2

Supervising Teacher Evaluation (see handbook)                                         275 pts.

       Disposition form                                                          50x2

       Sites visit forms ( 3 worth 25 each)                              75

       Supervising teacher Evaluation                                    50x2

In addition, any student who misses three classes, regardless of whether or not the absence is excused, will be administratively withdrawn. 

Late Submission of Course Materials:

Timely completion of assignments is required. A Journal is due every week following a site visit. As this is attendance documentation, late submission will result in an absence and no credit. Late submissions of drafts, lesson plans, and all other site assignments will result in grade reduction. Absolutely no work will be accepted after the assigned time of the final. Any missing work/assignments will recorded as a “zero”.

Classroom Rules of Conduct:

The policy on appropriate conduct as defined in the student handbook will be enforced. Conflicts will be administered in the procedures outlined in the handbook. The school site officials and Park University Supervisors have the right to remove/end the Practicum student’s placement in a school setting at any time.

Computers make writing and revising much easier and more productive. Students must recognize though that technology can also cause problems. Printers run out of ink and hard drives crash. Students must be responsible for planning ahead and meeting deadlines in spite of technology. Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes.

As this class is considered a professional setting, any text messaging and phone calls must be completed outside of the school day.

Course Topic/Dates/Assignments:




One - Two

Jan. 16-23

Meet cooperating teacher, deliver Practicum Handbook, schedule days for practicum and begin. 

Assignment: Dated Weekly Reflection Journal-see topics list-are due each on week on Sunday evening following a site visit.


Jan. 30- Feb 6

Actively observe classes &

Work with cooperating teacher.

Assignment: Weekly Reflection Journal

Five- Fourteen

Feb. 13-

April 24  

Work with cooperating teacher.

Teach Literacy lessons.

Assignment: Weekly Reflection Journals

Fifteen –Sixteen

April 24-May 5

Summary conferences with cooperating teacher.

DUE: Reflection Journal/ Artifact Notebook including:

Bulletin board pictures with documentation and narrative;

Reflection of Two Lesson plans-from EDE 380 (Journal prompt 13);

14 Weekly reflections on assigned topics;

Evaluation from cooperating teacher;


Field Experience Forms;

98 hrs. Attendance Log signed by cooperating teacher;


Any artifacts from practicum experience.

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 .


CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
___ In addition to personal interpretation , the writer offers other plausible view points. ___ Contains personal interpretation about quality of instruction and non-teaching responsibilities ____ Weak references to quality of instruction: a factual recounting ___Entry is lacking attention to classroom events. 
___Writing includes metaphors, images, or captures the dialogue of the teacher as they create a learning culture

__ Writes about how the separate areas in the context contribute to a whole experience. ___ Little evidence of a sense of whole experience of the learning process, as in reports of isolated events, no connecting of learning to behavior __ Unable to effectively write about the parts as a whole learning/behavioral event. 
____ Data rich with contextual factors from teacher work sample assignment and DESE sources for the school site
and classroom  specifics for student needs, IEP, etc.
___ Writing to specific contextual areas as outlined in teacher work   sample and DESE sources ___ Writing reflects demonstrated knowledge of most, but not all contextual factors listed in teacher work sample, myopic view ___Missing identification of contextual factors as listed in teacher work sample assignment 
____Complete evaluation of  three or more lesson components, including anticipatory sets, Missouri standards, materials, procedures, closure, evaluation, accommodations, attached to the lesson plan. ____Two Lessons includes reflection at the end of  “ Lesson Plan Format” especially evaluation of students' learning and modifications to the lesson plan written on the plan. _____ Lesson taught follow “Lesson Plan Format” but do not  include reflection at the end. ___Reflections do not demonstrate  application of the “Lesson Plan Format” 
Content of Communicaiton                                                                                                                                                                                                                                   
____ Uses citation to theorist or researchers with correct specific terminology ____ Able to use education terms correctly  ie., lesson components, behavior, management ___Generalized terms in writing but not specific references or terms ___ Casual language in writing that does not integrate  professional  training 
Technical Skill in Communicating                                                                                                                                                                                                                           
___ Highly refined organization and writing skills; including voice, audience, each entry 3 or more pages, and more than 14 entries. Written in 1st person, dated, organized into begin, middle, and end with no errors of grammar or punctuation ___ Attentive to clarity and organization, each entry two written pages, 14 entries that are written in 1st person and legible with  one missing date and grammatical errors are not a distraction ____ Organization difficult to discern; each entry less than 2 pages, and l2-13 entries that are legible, missing  two dates, grammatical errors do not detract from meaning. ___ No organization, one page written,  11 entries or less that are not legible, no dates, errors detract from the content 
Disciplinary Competency                                                                                                                                                                                                                                    
MoSTEP 1.2.9                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                         
___documents the application a variety of self-assessment and problem-solving strategies for reflecting on practices, their influences on students' growth and learning, and the complex interactions between them; documents the uses of several resources for professional development; documents professional ethical standards that goes beyond the expectations of the class, i.e. attends night events, perfect attendance; evidence that pre-service teacher became an integral part of the learning environment. ___documents the application of a self-assessment and problem-solving strategy for reflecting on practices, their influences on students' growth and learning, and the complex interactions between them; documents the use of a resource at the school site  for professional development; documents professional ethical standards that meets the expectations as listed in the handbook  i.e. excellent attendance, appropriate dress, committed classroom involvement. ___documents the application of either a self-assessment or problem-solving strategy for reflecting on practices, their influences on students' growth and learning, and the complex interactions between them; documents an awareness of  a resource at the school site  for professional development; documents  professional ethical standards that demonstrate  a minimum of the expectations as listed in the handbook, i.e. missed two days, had problems with accepting criticism ___ No evidence of self-assessment or problem-solving strategies; No evidence of using a school site resource for professional development; evidence of practicing professional ethical standards that are listed in the handbook, i.e. missed at least three days, did not stay the entire day, dress not professional or appropriate, did not accept responsibility for assignments or preparation for class.. 
Disciplinary Competency                                                                                                                                                                                                                                    
MoSTEP 1.2.10                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
___ documents participation in several collegial activities designed to make the entire school productive learning environment, field trips, displays, documents talking with and listening to students, sensitivity and response to signs of distress, and seeks appropriate help as needed to solve students' problems; documents opportunities to develop relationships with parents and guardians of students, and seeks to develop cooperative partnerships in support of student learning and well-being; documents the identification and use appropriate school personnel and community resources to help students reach their full potential ___ documents a participation in collegial activities designed to make the entire school productive learning environment, i.e. field trip, hallway displays documents talking with and listening to students, sensitivity and response to signs of distress, or sought appropriate help as needed to solve students' problems; documents opportunities to develop relationships with parents and guardians of students, or seek to develop cooperative partnerships in support of student learning and well-being; documents the identification or use appropriate school personnel and community resources to help students reach their full potential ___ documents an awareness of collegial activities designed to make the entire school productive learning environment, documents an awareness of the skill needed to talk with and listen to students,  sensitivity and response to signs of distress, or seek appropriate help as needed to solve students' problems; documents an awareness of the need to seek opportunities to develop relationships with parents and guardians of students, and seek to develop cooperative partnerships in support of student learning and well-being; documents an awareness of the need to identify and use appropriate school personnel and community resources to help students reach their full potential ___  No evidence of participation in collegial activities designed to make the entire school productive learning environment, No evidence of talking  with or listening to students, being sensitive and responsive to signs of distress, and seeking appropriate help as needed to solve students' problems; No evidence of seeking opportunities to develop relationships with parents and guardians of students, or seeking to develop cooperative partnerships in support of student learning and well-being; No evidence of identifying and using appropriate school personnel and community resources to help students reach their full potential 


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Last Updated:1/25/2013 2:00:23 PM