METHODS I PRACTICUM

EDEC 3732, Section E, Fall 2004

Department of Early Childhood Education and Reading

College of Education, Georgia Southern University

Claxton Elementary Tuesdays & Thursdays 8:00-11:45 a.m.

until 11/2, then

Mondays – Fridays 8:00-11:45 a.m.

University Supervisor: Scott A.L. Beck

Office: Room #4113, College of Education.

Office hours: Tuesdays & Thursdays 12:30 – 1:30 p.m.

and by appointment

Phone: (912) 681-0354

E-mail: sab44@cornell.edu

Course Catalog Description:

The Methods I Practicum is designed to provide the pre-service teacher with opportunities to integrate theory with practical application in the methods of teaching language, literacy, creative arts, and social studies in the K-2 classroom. Students will observe and participate in an early primary classroom and will plan and teach lessons and a learning plan within that setting.

Credit Hours: 3

Departmental Course Objectives:

The students will:

1. observe and reflect upon classroom practices.

2. participate in classroom activities as planned by the supervising teacher.

3. plan and implement instructional activities incorporating the content of literacy, creative arts, and social studies to meet individual and age appropriate needs.

4. select appropriate technology and incorporate it effectively into at least one lesson.

5. use a variety of appropriate assessment techniques.

6. demonstrate competency with transparency production, projected media equipment, camcorder and videocassette recorder, teaching station and projection panel, and scan converter.

7. demonstrate reflective thinking and decision making as they critique their teaching performance.

8. demonstrate professional behavior.

REQUIRED Readings:

Bredekamp, S. & Copple, C. (Eds.) (1997). Developmentally appropriate practice in early childhood programs. Washington, DC: NAEYC.

Mager, R.F. (1997). Preparing instructional objectives. Atlanta: Center for Effective Performance, Inc.

Also: Class packet (available at University Bookstore)

Georgia Quality Core Curriculum (QCC) Objectives.

Attention Students with Disabilities:

If you have a physical, psychological, and/or learning disability that might affect your performance in this course, please contact the Student Disability Resource Center (871-1566) as soon as possible. The SDRC will determine appropriate accommodations based on testing and documentation.

Student Performance Requirements:

Attendance: PUNCTUAL ATTENDANCE and PARTICIPATION ARE MANDATORY. Two percentage points will be deducted for each unexcused absence. Two unexcused tardy arrivals equal one unexcused absence. Documentation for excused absences (e.g. illness, death in family) must be provided at the next session attended.

BEHAVIOR: ANY STUDENT WHOSE BEHAVIOR INHIBITS LEARNING CAN AND WILL BE ASKED TO LEAVE THE CLASSROOM.

Guidelines for Preparing Assignments:

· Assignments and projects used to fulfill the requirements of this course are not to have been used for the fulfillment of requirements for other courses.

· All assignments are due on time as indicated in the course calendar and/or specified in class.

· All assignments are to be typed and stapled or bound together.

· Each assignment must have your name, course section and the date clearly indicated

· Demonstrate thoughtful reading, research, analysis and presentation in your work.

· Avoid use of the ‘generic he.’

· Your grade will suffer if errors (grammar, spelling, punctuation) and poor composition and style make an assignment difficult to read.

· WRITE, then EDIT, RE-WRITE, then PROOFREAD, RE-WRITE again, and ask FRIENDS to EDIT and PROOFREAD, and RE-WRITE yet again.

· MAKE USE OF GSU’S WRITING CENTER (call 871-1413). It’s free and they can help anyone improve their writing

· DOCUMENT YOUR WRITING WITH BIBLIOGRAPHIES AND CITATIONS USING STANDARD APA STYLE. For clarifications regarding APA style see: http://www2.gasou.edu/library/broch_ref/apastyle.pdf

http://webster.commnet.edu/apa/apa_index.htm

http://www.apastyle.org/elecref.html

http://www.lib.usm.edu/~instruct/guides/apa.html

· Academic honesty is not just a nice idea, it is the rule at GSU. PLAGIARISM WILL NOT BE TOLERATED. PLAGIARISM CAN LEAD TO YOUR IMMEDIATE FAILURE OF THIS COURSE. Plagiarism includes:

Ø Using someone else’s ideas or words without proper quotation marks and citations.

Ø Failing to cite paraphrased material.

If you think that you can plagiarize and get away with it, see: http://www.asee.org/prism/december/html/student_plagiarism_in_an_onlin.htm

· The GSU Student Conduct Code and Regulations regarding Academic Honesty will be enforced. (See: http://www.stp.gasou.edu/scc/index.html). Misconduct will be reported to the Office of Judicial Affairs and can result in severe penalties.

· The Professional Standards of Conduct outlined by this department will be enforced.

Assessment:

I adhere to Georgia Southern University’s definitions for grading:

A Exceptional capabilities and exceptional performance 90-100

B Significantly more effective command of the material than expected 80-89

C Mastery of the material 70-79

D Grasp of the material is minimal 60-69

F Failure to master the essentials below 60

Mere completion of assignments does not guarantee a specific grade. The quality of work, the demonstrated degree and accuracy of content understanding, and the student’s progress over the period of the course leads to the differentiation of grades earned. I will gladly explain evaluation / assessment procedures and results.

Progress REPORTS: Any student who wishes to discuss his or her cumulative class grade before the last day to withdraw without academic penalty (March 1^st) is encouraged to make an appointment with me.

TEP ADMISSION & RETENTION POLICY:

Students are expected to meet all requirements for admission and retention to the Teacher Education Program (TEP). Unsuccessful completion of field experiences, unsatisfactory progress toward meeting program objectives (including course assessments), unsatisfactory grades/gpa, and actions found in violation of the GSU Student Conduct Code or the Georgia PPC’s Code of Ethics can result in non-retention in the TEP.

Course Requirements & Assignments:

1. Professionalism: 15% of final grade

Each student is expected to attend all sessions, to conduct her/himself in a professional manner at all times, and to abide by the ECE&R Code of Professional Responsibilities. The university supervisor will determine the professionalism score in consultation with the cooperating teacher.

2. Planning: 50% of final grade

Each student is expected to plan and implement instructional activities incorporating the content of literacy, creative arts, and social studies to meet individual and age appropriate needs. Planning consists of the following assignments:

• Single Lesson Plans Assignment: 10%

*Lesson #1: 5%

*Lesson #2: 5%

• Learning Plan Assignment: 40%

*Part I: 5%

Contextual Information Report—Each student will work collaboratively with the other preservice teachers in his/her assigned classroom to complete a contextual information report that includes the following components: (1) school information; (2) group composition; (3) group dynamics; (4) classroom information; and (5) a written commentary regarding the data depicted in the components.

* Part II: 10%

Assessment Plan

Pre-Assessment Analysis

Instructional Design

* Part III: 15%

Lesson Plan #3

Lesson Plan #4

Lesson Plan #5

* Part IV: 10%

Formative Assessment Analysis

Instructional Design Adjustments

Post-Assessment Analysis

3. Performance: 35% of final grade

Each student will demonstrate the skills, knowledge, and dispositions of a developing professional educator in her/his overall actions and interactions within the classroom, at the school site, and on campus. In addition, each student will also complete a pre-semester and final self-assessment reflecting upon goals and evaluating performance related to those. The university supervisor will determine the final performance score in consultation with the cooperating teacher.

GRADE CHART:

Assessment			Grade	x % of Total	= Subtotal
Professionalism				x 15%
Planning	Lesson 1			x 5%
	Lesson 2			x 5%
	Learning Plan	Contextual Information Report		x 5%
		Assessment Plan Pre-Assessment Analysis Instructional Design		x 10%
		Lesson 3		x 5%
		Lesson 4		x 5%
		Lesson 5		x 5%
		Formative Assessment Analysis Instructional Design Adjustments Post-Assessment Analysis		x 10%
Performance				x 35%
Total Grade:

SPECIFIC FIELD REQUIREMENTS AND PROCEDURES:

Practicum Site: Claxton Elementary School

Hwy. 301 South

Claxton, GA 30417

(912) 739-2714

Principal: Ms. Angie Jones

Clinical Associate: Ms. Elaine Lewis

Cooperating Teachers: Ms. Susan Anthony

Ms. Lisa Seamands

Ms. Delores Owens

Ms. Stacy McGlashan

Ms. Amanda Hingey

Ms. Peggy Spandle

Seminars:

Seminars will address topics such as professionalism and planning.

Participation:

The time frame for your participation will depend upon your cooperating teacher’s schedule. Please note this is the time you are expected to be in the classroom ready to teach or assist. You should plan to arrive at the school well ahead of this time and plan to leave a few minutes later.

Attendance:

Attendance at the practicum site will be recorded on the sheets provided. These sheets will be kept in your folder and you must sign in each morning. Be accurate and honest. (Please note the earlier section of this syllabus regarding academic dishonesty and the course packet’s information regarding professionalism. The consequences for dishonesty are quite severe.) If tardy or absent, write a brief explanation on the sheet and also provide documentation. Depending upon the procedure at Claxton Elementary School, you will likely need to sign in with the office when you come in. Please do not be late. There are many GSU students at Claxton Elementary School this semester. It will require too much of the secretaries’ time if there are multiple tardies and absences. Moreover, multiple tardies and absences will dramatically and negatively impact your grade in this course. Any absences or tardies will require you to work with your cooperating teacher to arrange a mutually agreeable time to make up the missed time.

Absence / Tardy Notification Procedure:

If you have an emergency and cannot be at the practicum site as scheduled, it is vital that you contact me via e-mail and/or phone (912-681-0354) and your supervising teacher ASAP. (Early, direct notification is especially important if you are scheduled to teach on that day. Make every effort to speak directly to the cooperating teacher.)

Communication:

You will turn in most of your work to me electronically via TK20.

You will need to provide hard copies of your work to your classroom supervisors.

Lesson Plans and Other Written Assignments:

You will be given a tentative teaching schedule at our third class meeting.

Lesson plans are due on the dates noted on your tentative calendar and teaching schedule. You will need to submit them to me electronically (MICROSOFT WORD FORMAT ONLY) by 5 PM on the date noted. I reserve the option to not grade any work that is not turned in the appropriate electronic format.

Other assignments will also be due in this manner on the days noted on the calendar.

This is the procedural flow for lesson plans:

1. You will submit a copy of your completed lesson plan as a Microsoft Word document via TK20 by 5 PM on the due date noted.

2. I will edit and grade your lesson plan, making changes, corrections, and suggestions in color using Microsoft Word’s “Track Changes” option. I will send the edited and graded copy of your plan back to you as soon as possible via TK20. A preliminary grade (minus the points for evaluation findings and reflection) will be included. I will tell you if the lesson needs to revised or entirely rewritten.

3. Your revisions or rewrites are due within 48 hours after I have sent you my edited version. You will make necessary revisions and resubmit your revised plan back to me with in 48 hours. No revised lesson plans will be accepted after the 48 hour time period.

You will also take a hard copy of that same revised or rewritten plan to your cooperating teacher on the next day you are scheduled to be in the classroom. (If your cooperating teacher would prefer to receive your lesson plans electronically, that is all right with me.)

4. The first two lesson plans may be revised one time for partial additional credit. Lessons 3, 4, & 5 may not be revised or rewritten for any additional credit, however, minor revisions may be completed in order to teach.

5. The cooperating teacher and I will review the revised lesson plan. You MUST have written or e-mail approval from both the cooperating teacher and myself BEFORE you may teach a finalized lesson. Thus, you must make any additional changes requested by either the cooperating teacher or by me. Again, make these changes within 48 hours and submit the finalized version to both of us in order that you can still teach your lesson on the planned date.

Observations, Evaluation Findings, and Reflections:

Your cooperating teacher and I will each observe and formally evaluate 2 of your lesson presentations. The observer will meet with you within two days of your teaching to discuss our observations and evaluations. If possible, please bring your evaluation findings and reflections to this meeting. These meetings may require time outside of your usual time at the school.

The evaluation findings and your reflections must follow the format explained in your packet. Evaluation findings and reflections are due two days after you teach the lesson. If you are teaching one lesson several times (i.e. several small groups that rotate to you over a 2 day period) the Evaluation findings and reflections are not due until all groups have been taught. Completed evaluations and findings should be added at the bottom of your finalized lesson plan and the entire document should be emailed to me as a Microsoft Word document attachment.

Pre-Participation, Final Evaluation and Other Conferences:

These will be by appointment in my office. You will complete a self-assessment form (in packet) prior to coming to each conference. Please send one copy to me via email one day before our scheduled conference and bring one copy with you to the conference.