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
EDE 387 Diagnosis & Remediation ofReading Difficulties
SP 2013 HO
Greene, Judy Ann
BS Education, Secondary; BGS EnglishBGS Pschology; MA Special Education
rm. 315 Copley Hall
Jan. 14 - May 10, 2013
8:45 - 10:00 AM
EDE 380 and admission to the School for Education
D. (2007). Making the most of small groups: Differentiation for all. Portland, ME:
Stenhouse Publishers. ISBN-10: 1571104313.
T.G. (2010). Assessing and correcting reading and writing difficulties
(4th ed.). Boston:
Allyn & Bacon. ISBN: 0-205-44526-5.
Johnston, P.H. (2004). Choice
words: How our language affects children's learning. Portland, ME:
Stenhouse Publishers. ISBN: 1-57110-3899.
Textbooks can be purchased through the Parkville Bookstore
candidates seeking a degree in Education (certification and non-certification)
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)
Student, Per Year
an email to Carol Williams (firstname.lastname@example.org) with the following
Contract Period you wish to purchase
student identification number
a few days, you will receive from Foliotek an email with online
purchasing information. Upon receipt of this email, purchase your Foliotek contract.
receipt of your payment, you will receive your login information. You must then
send a final email to Carol Williams (email@example.com),
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!!
Library - Online information, links, electronic databases and the Online
catalog. Contact the library for further assistance via email or at 800-270-4347.
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 firstname.lastname@example.org or call
Resources for Current
Students - A great place to look for all kinds of information http://www.park.edu/Current/.
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/.
Teachers are catalysts
for their students' learning process and educational experiences. My goal
is to work collaboratively with my students to deepen their knowledge of
literacy education and facilitate their growth as educators. Respect for
one another is critical to establishing a culture and climate where all
ideas may be expressed. We will engage in conversations that challenge us
to think about how to best teach every child. Teachers must strive
to work with the whole individual and provide authentic learning opportunities
in order to promote growth and academic success.
Learning Outcomes: Core Learning Outcomes
following list is an overview of the assignments for this course. More
information for each assignment will be given as needed. Additionally,
students may be asked to complete smaller assignments as they relate to the
assessments listed below.
Throughout the semester, you will be assigned readings from your
textbooks. Additionally, you will locate other texts and journal articles
to help you learn about reading strategies to implement with the student you
tutor. After each reading, you will submit a reflection and analysis of
what you read either using a prompt provided by me or a selection you choose
from the "A Bajillion Ways
to Respond" handout.
2. Strategy Notebook Write-Up and Presentation: You will be
researching multiple reading strategies to implement with the student you'll be
tutoring this semester. You will choose one of these strategies and
create a one-page handout for me and your peers to file in a strategy notebook
for future use. You will submit this write-up to me for evaluation, and
you will also present your strategy to the class.
3. Field Experience Case Study: Rubrics, models, and
materials will be provided. You will be assigned by me and school
liaisons to a particular school and learner to complete 1-on-1 assessment and
tutoring. Your principal, teacher(s), and/or literacy coaches will
determine who your learner is. The Field Experience Case Study is a combination
of two assignments, the Pre-Assessment Profile and Post-Assessment
Report. You will also complete post-session reflection sheets after each
Profile: This is a formal report in which you tell your cooperating
teacher (and possibly parents) what you did to assess your learner’s reading
skills, what you found out, and the instruction you plan to use during tutoring
Report: This is a formal report in which you tell your cooperating teacher
(and possibly parents) what happened during tutoring, the results of
assessment after tutoring, what affected tutoring, and suggestions for the
4. School for
Education Portfolio (required for graduation and Missouri teacher certification): Students
will choose two artifacts created during this class and write drafts of cover
sheets for these artifacts for your SFE portfolio. You will write three
drafts of both cover sheets. Two drafts will be peer reviewed, and the final draft
will be submitted to me for evaluation. You will earn points for (a) 2
drafts, (b) 2 peer reviews, and (c) a 3rd draft revised and
submitted to me according to peer feedback for each artifact cover sheet.
Final grades are
calculated by points only. Each assignment will be assigned a point
value. Students will receive rubrics for each assignment before points
are determined to aid them in earning the grade they desire.
Additionally, students will receive points for attendance. Please note
that unless I receive a message from you before class begins that you
will not be in attendance, it will be counted as an absence. The weight
attached to each course requirement is as follows:
Strategy Write-Up and
Field Experience Report:
40% (20% for Pre-Assessment Profile and 20% for Post-Assessment Profile)
SFE Portfolio: 20%
Late Submission of Course Materials:
All assignments for points must be submitted by
hand. Assignments should be submitted on
time even if a student is absent (excepting emergencies). In case of
emergency, use email or ask a fellow classmate/friend to deliver the assignment
to class or Ms. Greene’s mailbox in rm. 309 of Copley Hall. NOTE: email submission is to establish due date
& time only; they will not be evaluated. Only hard copy submissions will be evaluated for points.
Late assignments will lose 10 points per
When assignments are submitted on time, they are
eligible for unlimited revisions up to 1 week before the end of the
semester. Students may speak to Ms.
Greene individually if an emergency prohibits the submission of an
assignment. DO NOT take class time
to discuss this. Chronically late assignments
will be noted, and if you are an education degree-seeking student, may be
reflected in your teaching dispositions evaluation.
Classroom Rules of Conduct:
Course Topic/Dates/Assignments: TBD
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 2011-2012 Undergraduate Catalog Page 95-96
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 2011-2012 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 2011-2012 Undergraduate Catalog Page 98Instructor's Attendance Policy:
• Students may have no more than two (2) absences.
• A third absence will drop the final course grade by one letter grade.
• A fifth absence will drop the final course grade by two letter grades.
• It is considered standard professional courtesy for the student to notify the instructor ahead of time (excepting emergencies).
• The following will be unconditionally excused and require documentation: medical/ dental emergency, student's/close family member's hospitalization, natural disasters, jury duty, unexpected military call-up, death in family. (It is troubling to ask and be asked for a funeral notice or proof of treatment, so please avoid all discretionary absences!)
• The following will not be considered excused: job schedule, wedding/family event, other class/test schedule, providing transportation, other avoidable situations.
• The instructor will uphold the policies set out in this syllabus.
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:1/15/2013 8:26:57 AM