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Education Major Version

EDS 360A Practicum
Maus, William A.


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

EDS 360A - Practicum

Semester

SP 2013 HO

Faculty

Maus, William A.

Title

Adjunct Faculty

Degrees/Certificates

MS Ed./NWMSU
Ed. Spec./MU

Office Location

Mail box College for Education Office-Copley Hall

Office Hours

By appointment - 816-289-7937

Daytime Phone

Cell Phone - 816-289-7937

E-Mail

william.maus@park.edu

billmaus54@gmail.com

Semester Dates

Jan. 14, 2013 to May 10, 2013

Class Days

To be arranged by Cooperating Teacher and Supervising Teacher

Class Time

14 full days as scheduled by the cooperating school, 98 hours

Prerequisites

Admission to Park U. School for Education & concurrent enrollment is EDU 375

Credit Hours

2


Textbook:
Park University Practicum Handbook - copies provided to student and cooperating teacher.

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

 $30.00

 2 years

 $59.00

 3 years

 $87.00

 4 years

 $112.00

 5 years

$120.00

6 years

$125.00

2.      Send an email to Carol Williams (c.williams@park.edu) with the following information:

a.      Your Name

b.      The Contract Period you wish to purchase               

c.      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 (c.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:
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 for 14 weeks (98 hours) 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 B. - Concurrent enrollment in EDE 353 or approval of Program Chair.0:2:2.

Educational Philosophy:
Teachers must be willing learners who embody what they hope to cultivate in their students—curiosity and joy of learning, courage to risk being wrong, ability to connect the classroom to the world around it as a desirable way to enrich and empower genuine mobility in personal, social, and professional life. Teachers must also have at heart, the understanding that little of value can be communicated without first establishing and maintaining a human, mutually respectful relationship. In other words, teachers must model what they ask of and expect from the students they teach, and they must enter the classroom with a disposition toward teaching-learning as an “us-we” instead of “me-them” effort.

Learning Outcomes:
  Core Learning Outcomes

  1. demonstrate skills in communicating and interacting effectively with middle school 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 middle school instruction, and using metacognitive processes to evaluate instructional practices.
  3. demonstrate developmental teaching performance skills.


Core Assessment:


  • Cooperating teacher evaluations

  • Shadow study


Core Assessment





  • Journal writing

  • Teaching two lessons

Link to Class Rubric

Class Assessment:

Core Learning Outcomes

1. Demonstrate skills in communicating and interacting effectively with students, as well as with peers, cooperating teachers, administrators, parents, and others in an actual school setting.

 MoSTEP
1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
1.2.6 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.
1.2.7 models effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
1.2.10 fosters relationships with school colleagues, parents, and educational partners in the larger community to support student learning and well-being.

 SPAs

·    ACEI 1, 3.5, 3.6, 5.3, 5.4

    School for Education Conceptual Frameworks- Skills 3 A, 3B, 3C)

·    Selected SPED Cross-Categorical Education Competencies 10, CC5, CC8, CAT4 

 Artifact for Portfolio:

·    Cooperating and Supervising Teacher's Evaluations

·    Summative Practicum Reflection Journal

2. Reflect through journal writing about thought processes as to planning and implementing school instruction, and using metacognitive processes to evaluate instructional practices.

MoSTEP
1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
1.2.9   is a reflective practitioner who applies the ethical practices of the profession and continually assesses the effects of his/her choices and actions on others. This reflective practitioner actively seeks out opportunities to grow professionally and utilizes the assessment and professional growth to generate more learning for more students.

 SPAs

·    ACEI 1, 2, 3.1, 3.2, 3.3, 3.4, 3.5, 4, 5.1, 5.2;

·    School for Education Conceptual Frameworks Dispositions 4A, 4C, 4D)

·    Selected SPED Cross-Categorical Education Competencies 4, 10, Cc3, CC5, CC8

 Artifact for Portfolio:

Summative Practicum Reflection Journal

3.    Demonstrate developmental teaching performance skills.

 MoSTEP
1.2.1   understands the central concepts, tools of inquiry and structures of the discipline(s) within the context of a global society and creates learning experiences that make these aspects of subject matter meaningful for students.
1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
1.2.2   understands how students learn and develop, and provides learning opportunities that support the intellectual, social, and personal development of all students.
1.2.3   understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
1.2.5   uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
1.2.6   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.
1.2.8   understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
1.2.11   understands theories and applications of technology in educational settings and has adequate technological skills to create meaningful learning opportunities for all students.

 SPAs

·    ACEI 1, 2, 2.1, 2.4, 2.8, 3.1, 3.2, 3.3, 3.4, 3.5, 4, 5.1, 5.2, 5.3, 5.4;

·    School for Education Conceptual Frameworks-Knowledge 2B, Skills 1A, 1B)

·    Selected SPED Cross-Categorical Education Competencies 7, 11, CC7, CAT2, CAT3, CAT4

 Artifact for Portfolio

·    Cooperating and Supervising Teacher Evaluations

·   Summative Practicum Reflection Journal

Core Assessment:  Summative Practicum Reflection Journal (includes all prompts)

Class Assessments/AssignmentsA 14-session experience providing supervised application of EDU 353 course content in a classroom setting.  Teacher candidates are required to spend 14 full days, or the equivalent thereof, at their assigned site (this is whatever the school's full day is no matter what time of year). Plan to arrive before learners and to stay after they leave. Evaluation forms will completed by the cooperating teacher (with possible assistance from Practicum Supervisor) that assess the Park University student’s skills in the classroom. Your practicum supervisor/Practicum A instructor will make at least 2 visits to observe you and/or assist your cooperating teacher with evaluations. NOTE: You will be provided with copies of the Practicum Handbook for you and your cooperating teacher. You will also be provided with a folder containing consumable forms/evaluations so you do not have to use the ones in the Handbook’s Appendix. You are responsible for seeing that your cooperating teacher has both a copy of the Practicum Handbook and the file folder with consumable forms/evaluations. 

1.   Required Forms/EvaluationsTo earn a final grade, these must be submitted to the Practicum Supervisor only—your Practicum B instructor by the dates listed in the Course Dates & Assignments table at the end of this syllabus. The forms/evaluations are included in the Handbook, as well as a file folder with consumable forms. 

a)   Teacher Interview (you conduct this interview w/your cooperating teacher)

b)   Practicum Time Record (to be kept by you and signed by the cooperating teacher at the end of each day, or at the end of the 14 days)

c)   Student Interim Evaluation (this should be completed by your cooperating teacher and submitted to the Practicum Supervisor between the 5th and the 7th week; your cooperating teacher or Practicum Supervisor will go over this with you) 

d)   Student Final Evaluation (this should be completed by your Cooperating Teacher and Supervising Teacher and both submitted to the Practicum Supervisor between the 13th & 16th week; your Cooperating Teacher or Practicum Supervisor will go over this with you)

e)   Cooperating Teacher Opinion Survey of Practicum (this is optional, but valuable)

f)    Teaching Dispositions Evaluation (this should be completed by your cooperating teacher and submitted no later than the 16th week or end of the semester; your cooperating teacher or Practicum Supervisor should go over this with you.

2. Post-Session Practicum Reflections (PSPR)/Journal  The main purpose for PSPRs is to develop highly effective reflective and adaptive teaching skills by giving you an objective format for observations and instruction in a balanced and productive way.  They will also help you make connections between EDU 353 and the practicum setting.  You are to record and objectively reflect on at least 10 practicum sessions at your assigned site(s). You should complete a PSPR as soon as possible after the end of each day. Otherwise, you will add the strain of having to remember what happened, which defeats the purpose of this assignment. These will be returned to you in a timely manner with feedback.  In the meantime, keep your own copy to track, reflect, and improve your instruction. 

o    The primary focus is your instructional and behavioral interactions with learners. It is suggested that you wait until the second week when you begin working directly with learners to begin the PSPRs. If it should happen that you spent the day conducting observation, then fill out the form as if you were the classroom teacher. 

o    “Evidence” must contain only observable, hearable terms, i.e., what a video recording would record. Do not interpret what you see/hear, simply describe it objectively. 

o    “Next time” section must be specific and explicit so that you develop highly effective planning skills. For example, statements like “I will make sure students pay attention before I give instructions” is too vague and likely to result in vague or impulsive action. “I will use the hand up signal, then make sure all learners’ eyes are on mine and that everyone is quiet before I give directions” is an example of concise, effective adaptive planning.

o    The PSPR form is in Doc Sharing. You are encouraged to type the PSPRs. Feel free to revise the format or use the back side of the form for your reflectionsUse the appropriate "drop box", submit at the end of every week, Sunday. 

§ NOTE: To be accepted for feedback and scoring, each PSPR submitted must be titled with your last name, the course number, the name of the assignment & its number: e.g., Maus EDS 360A PSPR #1. (Be sure your name is listed as “Teacher” on the form itself!)

·    Prompts NOTE: the following is important to ensure correct and speedy processing of your work!

o    It may not be possible for you to gather information &/or reflect on each prompt in the exact order listed; gather the information during appropriate times as best you can. Let me know about any unavoidable limitations you encounter.

o    You must submit at least one (1) prompt per week.  Putting off prompts and submitting them in groups near the end of the semester will result in a negative evaluation of your dispositions.

o    Prompts 1-11 suffice as the Teacher Candidate Performance Project (previously known as Teacher Work Sample). 

o    To be accepted for feedback and scoring:

§ each PSPR/Prompt response must have a header at the top of every page. It should include your last name, course number, assignment name & its number with spaces between: e.g., Maus, EDS 360A, Prompt #1.

            Prompt 1: Contextual Factors. Describe the following contextual factors: culture of the school & classroom climate, learner-staff ratios, & attitudes.  You must report the demographics for your school using the District/School's and/or DESE website. If you cannot find the demographics for your individual school, use the information for the district. 


Prompt 2Classroom Arrangement:  What is the general arrangement of the classroom including the teacher's and student desks, SmartBoard or marker boards, projectors and any other available instructional tools.  Does this arrangement fit the instructional style normally observed in the room?  Are changes in this arrangement used to fit other instructional activities?

            Prompt 3Resources for Learners:  What resources (Lap Tops, Textbooks, Internet Access, etc.) are available to students?  How does a teacher, student, and parent access those services?  Describe.  In addition, find out what training is used/available for the students to maximize the positive instructional benefits of these resources.

            Prompt 4Signals and Proximity:  Describe how the teacher employs signals and proximity to enhance instruction and student learning in the classroom.  Particular attention should be paid to providing smooth transitions within instruction and the teacher's position within the classroom.  Is the teacher around the whole classroom or almost exclusively at the front of the room?


Prompt 5: Instructional Methods/Strategies:  Note the various methods used in the classroom, what is your opinion of the variety offered?  Do the strategies used match/change as needed to fit the concepts, new or review, being covered?

            Prompt 6: Classroom Rules and Procedures: The rules and procedures are taught and the students adhere to them improving the learning environment OR there is a lack of effort on the part of the students to follow classroom/school rules.  Discuss your suggestions for possible solutions if the situation is poor or pick out some of the "Why" for the students' cooperation.


Prompt 7: Specialists:  Are there Specialists in the classroom during instruction to assist students?  (ELL specialist, SpEd teacher or aide, etc. in addition to your cooperating teacher). What are the challenges and advantages working with “general” classroom teachers/curriculum/instruction?  Are they welcomed by the general ed staff as collaborators?  What are team meetings?  What is expected of the regular educator at a team meeting? 


Prompt 8 My Involvement and Influence. Describe your involvement with the practicum site. How have you impacted the students and faculty?  Document attendance at meetings, observations in other classes, school fairs or programs, or bulletin board displays.  What activities most interest you?  In the future, how will you involve yourself to become an integral part of the school? 

            Prompt 9Assessment, Goal Setting:  Describe the process and reflect on what you have observed.  How are students directed and guided, how does the teacher organize instruction and track student progress?  How is the record keeping accomplished?  What impact do you see, do students apply themselves, and how are they motivated?

            Prompt 10Interview with Cooperating Teacher:  Near the middle of your 14 week experience, conduct an interview with your cooperating teacher.  Use the Initial Teacher Interview form with the following as topics that may be addressed: What is his/her teaching philosophy and how does it impact his/her teaching & management — in particular for students with exceptional needs?  Does your cooperating classroom teacher conduct “triage” or ”check in” with students on a daily basis?  How does s/he differentiate?  What types of issues or behaviors are caught early because of these one-on-one interactions?   How do you feel about that process and how do you see that happening in your classroom?  


Prompt 11Sumative Practicum Journal. What are your final thoughts? Reflect upon and summarize all PSPRs and Prompts. This is your self-evaluation of what you did and learned during the entire practicum. Address the topics below, using each lead as a separate, underlined heading.   

a)     Successes: what were your best experiences? What is your evidence? Which experiences do you believe will shape your future as a teacher? How will these experiences change how you will teach? 

b)    Challenges: what were your most challenging experiences? What is your evidence? Which experiences do you believe will shape your future as a teacher? How will these experiences change how you will teach? 

c)     Conclusions: overall, what is the main thing you believe you learned about being a highly effective teacher of learners with ELN? Have your beliefs and philosophy changed or remained the same? What would be your advice to other future educators?

Grading:

Grading Plan:
Attendance Log (14 visits @ 10 pts each)                                                        140 points

PSPR (10 completed forms @ 10 pts each)                                                       110 points

     PLUS (Sumative Practicum Reflection Journal)

Prompts (10 prompts @ 5 pts each)                                                                 50 points    

Interim Evaluation                                                                      up to 50 points

Self Evaluation                                                                           up to 50 points

Final Evaluation and Dispositions (Cooperating and Supervising Teachers) up to 100 points

TOTAL POINTS                                               at least 500 points  

A  = 93%-100     B =92%-85%    C = 84%-78%    D  = 77%-79%   F  = below 77%

 NOTE:  all forms appropriate to Practicum A, as well as all evaluations and surveys in the Appendix of the Practicum A Manual must be completed and submitted only to the Practicum Supervisor (Practicum A instructor).  This includes the Teaching Dispositions form which is provided separately.  All of these are standard for all School for Education practicum courses, and are required to receive a final grade.

Late Submission of Course Materials:

Each assignment submitted after due date will lose at least 2 points. 

·    Assignments: PSPRs: these are to be submitted no later than midnight Sunday by "Drop Box" by their listed due date. However, circumstances at your school may prohibit your submitting assignments on time. If this occurs, you are to inform me so the due date can be extended without point penalty. 

·Absolutely no assignments, projects, etc., will be considered for points if submitted later than midnight of Tuesday, May 7, 2013 (Tuesday of finals week).

Classroom Rules of Conduct:
The policy on appropriate conduct as defined in the Student Handbook and Practicum Manual will be enforced. Conflicts will be handled according to procedures outlined in the Handbook/Manual. 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.  NOTE:  the use of any electronic device during session visits, assignments, or while you are representing Park University as a student is considered unprofessional and disrespectful.

It is our belief that dress and grooming are of primary importance to show a professionalism.  Every day at your Practicum site should be considered as your opportunity to interview for positions within that school district and should be approached as such.  That doesn't mean you are expected to wear a suit, the ladies in dresses or skirts, or the men 100% of the time with a dress shirt and tie.  But, I consider jeans as a no-no and any dress that would causes a student to think of you as a peer rather than a teacher as somehow wrong.  It was a good feeling when a faculty member as one of this fall's sites said, "I know that person is a Park U. Practicum or Student Teacher because how they are dressed, professionally."

Course Topic/Dates/Assignments:

TENTATIVE SCHEDULE OF TOPICS AND ASSIGNMENTS

Course Weeks, Dates & Assignments:

Topics/Assignments

Weeks 1 & 2

Jan. 21 - 25, Jan. 28 - Feb. 1


Martin Luther King, Jr. Day, Jan. 21

Contact cooperating teacher and schedule days for practicum.   Begin work in assigned classroom during Week 1.

DUE: Initial Teacher Information by Jan. 27, first Prompt request is for demographic information from School/District's website or DESE website.  Also give your personal impression/feeling of the school, learning environment, and the climate.

(Teacher's name, email address, room number, school phone number, school schedule [start time, dismissal, class times, teacher's class schedule]

Week 3

Feb. 4 - 8

PSPR #1 by midnight Sunday, Feb. 10

Prompts are included on the bottom of the PSPR.

Week 4

Feb. 11 - 15

DUE: PSPR #2 by midnight Sunday, Feb. 17

Prompts are included on the bottom of the PSPR.

Week 5

Feb. 18 - 23

President's Day, Feb. 18

DUE: PSPR #3 and Prompt by midnight Sunday, Feb. 25

Interim Evaluation (Due no later than March 15)

Week 6

Feb. 25 - March 1

DUE: PSPR #4 and Prompt by midnight Sunday, March 3

Interim Evaluation (Due no later than March 15)

Week 7

March 4 - 8

DUE: PSPR #5 & Prompt by midnight Sunday, March 10

Interim Evaluation (Due no later than March 15)

Week 8

Park U. Spring Bread-Mar. 10-17

Interim Evaluation (Due, March 15)


Week 9

March 18 - 22

DUE - PSPR #6 & Prompt by midnight Sunday, March 24

Week10

March 25 - 29

DUE: PSPR #7 & Prompt, midnight Sunday, March 31.

Reminder:  Good Friday, March 29

Week 11

April 1 - 5

DUE: PSPR #8 & Prompt, midnight Sunday, April 7


Week 12

April 8 - 12

DUE: PSPR #9 & Prompt, midnight Sunday, April 14

Week 13

April 15 - 19

DUE: PSPR #10 & Prompt, midnight Sunday, April 21

Week 14 

April 22 - 26

Sumative PSPR, Due midnight, Sunday, April 28

DUE: Teacher Interview

Weeks 15

April 29 - May 3

Finals Week May 5 - 10

NOTE: IT IS YOUR RESPONSIBILITY TO MAKE CERTAIN THAT ALL EVALUATIONS FROM YOUR COOPERATING TEACHER ARE RECEIVED BY PRACTICUM SUPERVISOR. TO INSURE YOUR FINAL GRADE IS CORRECT, SUBMIT THEM TO THE PRACTICUM SUPERVISOR.

·    Self-Assessment Teaching Dispositions

·    Practicum Time Record signed by cooperating teacher.

DUE FROM COOPERATING TEACHER:

·    Final Student Evaluation, May 7

·    Evaluation Teaching Dispositions

·    Cooperating Teacher Practicum Opinion Survey 

NOTE: The Cooperating Teacher may give these forms to the student, Email them to the University Supervisor, or the University Supervisor will collect during a last site visit/conference.

DUE FROM PRACTICUM SUPERVISOR

·   Evaluation Student Dispositions (sent to student by email or given in person)

NO ASSIGNMENTS WILL BE ACCEPTED IF RECEIVED AFTER MIDNIGHT OF May 7.

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.

  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 2011-2012 Undergraduate Catalog Page 98
Instructor's Attendance Policy:  
There are to be no absences.  Only the following will be excused and require documentation: medical or dental emergency, student's or immediate family member's hospitalization, natural disasters (e.g., fires, flood, etc.), jury duty, unexpected military call-up, death in family, impassable roads due to weather.  It is considered standard professional courtesy for the student to notify his/her cooperating teacher ahead of time of any and all absences or late arrival/early departures (excepting emergencies).  Notify the Park U. supervisor of absences after your cooperating teacher has been notified.  
•The following will not be excused:  situations that are avoidable by responsible planning, job schedule, wedding or other family event, other class schedule.  If students are in doubt, ask your Practicum Supervisor (360B Instructor) first.  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 .

Additional Information:



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
___ 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. 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
___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 __ Unable to effectively write about the parts as a whole contextual unit. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
____ Data rich with DESE sources for the school site


ie.,  specifics for student needs, IEP, etc.


 
___ Writing to specific contextual areas:


(teacher sample)


 
___ Writing reflects little demonstrated knowledge of contextual factor, myopic view ___No separate identification of contextual factors 
Application                                                                                                                                                                                                                                                
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
____Complete evaluation of each lesson component, set, Mo STEP, materials, procedures, closure, evaluation, accommodations, attached to the lesson plan. ____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. _____ Lessons taught  include reflections at the end of the  “Lesson Plan Format” ___Reflections do not demonstrate  application of the “Lesson Plan Format” 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
____ 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                                                                                                                                                                                                                           
Outcomes
1                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
___ Highly refined organization and writing skills; including voice, audience, more than 3 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, 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;


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                                                                                                                                                                                                                                    
Outcomes
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; 1.2.9.1


___ documents the uses of several resources for professional development; 1.2.9.2


___ 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. 1.2.9.3


 
___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; 1.2.9.1


___ documents the use of a resource at the school site  for professional development; 1.2.9.2


___ documents professional ethical standards that meets the expectations as listed in the handbook  i.e. excellent attendance, appropriate dress, committed classroom involvement. 1.2.9.3


 
___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; 1.2.9.1


___ documents an awareness of  a resource at the school site  for professional development; 1.2.9.2


___ 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 1.2.9.3


 
___ No evidence of self-assessment or problem-solving strategies; 1.2.9.1








___ No evidence of using a school site resource for professional development; 1.2.9.2





___No 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.. 1.2.9.3


 
Disciplinary Competency                                                                                                                                                                                                                                    
Outcomes
MoSTEP 1.2.10                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
___ documents participation in several collegial activities designed to make the entire school productive learning environment, field trips, displays, 1.2.10.1


___ documents talking with and listening to students, sensitivity and response to signs of distress, and seeks appropriate help as needed to solve students' problems;1.2.10.2


___ 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; 1.2.10.3


___ documents the identification and use appropriate school personnel and community resources to help students reach their full potential 1.2.10.4


 
___ documents a participation in collegial activities designed to make the entire school productive learning environment, i.e. field trip, hallway displays 1.2.10.1


___ documents talking with and listening to students, sensitivity and response to signs of distress, or sought appropriate help as needed to solve students' problems;1.2.10.2


___ 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; 1.2.10.3


___ documents the identification or use appropriate school personnel and community resources to help students reach their full potential 1.2.10.4


 
___ documents an awareness of collegial activities designed to make the entire school productive learning environment, 1.2.10.1


___ 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;1.2.10.2


___ 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; 1.2.10.3


___ documents an awareness of the need to identify and use appropriate school personnel and community resources to help students reach their full potential 1.2.10.4


 
___  No evidence of participation in collegial activities designed to make the entire school productive learning environment, 1.2.10.1


___ 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;1.2.10.2


___ 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; 1.2.10.3


___ No evidence of identifying and using appropriate school personnel and community resources to help students reach their full potential 1.2.10.4


 

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Last Updated:1/13/2013 9:11:09 PM