ECE 473: Orientation to K-3 Student TeachingSummer 2013
We value faculty, teacher candidates and school and community partners who are: Responsive, Collaborative, Innovative, and Committed.
South Dakota State University
College of Education and Human Sciences
Teaching, Learning and Leadership Department
SYLLABUS, SUMMER 2013
ECE 473 2 credits Orientation to K-3 Student Teaching
Instructor:Lynda Venhuizen ~ Office: Pugsley 141 ~ Phone: 688-6155
E-Mail:
On-line course taught viaD2L:
For assistance with D2L, call 688-6776
Virtual Office Hours: Mondays 4:00-5:00 PM (or as determined by the group)
Course MeetsUsing “Collaborate”:Monday 5:00-6:00 PM (or as determined by the group)
(sessions will be recorded for those who cannot attend)
Course Prerequisites:Successful completion of ECE 488-S01 or S02 (Preschool Student Teaching), Acceptance into PS IV
Course Co-requisite: ECE 488-S03 (Fall 2013 or Spring 2014)
Course Description: This course is designed to prepare students for the professional role of teaching in the primary grades. Students will study professional issues related to early childhood and elementary education. Course materials are inclusive of public policy, advocacy, leadership, professional development, ethics, and workplace issues.
Course Purpose and Rationale: The purpose of this course is to define and extend the student’s professional philosophy of education, ethical decision-making expertise, and leadership skills. Course experiences in career planning, professionalism, and advocacy will assist students in making the transition from university student to professional early childhood educator for children from birth to age eight.
Alignment of Course with Program Goals: The following Early Childhood Education program goals, which align with NAEYC Standards for Initial Licensure Programs, InTASC standards for teacher preparation programs, and South Dakota state rules for teacher preparation are addressed in this course:
- Merge knowledge of theories of social, cognitive and physical growth/development with a social constructivist approach to learning and assessment.
- Advocate for children, families, and the profession.
- Effectively communicate (orally and in writing) with children, colleagues, families, and the community.
- Demonstrate leadership in educational settings.
- Remain current in research-based practices.
- Demonstrate the disposition of a reflective practitioner, teacher researcher and lifelong learner.
- Identify core values and ideals that guide your work with children and families.
- Articulate the value of ECE.
Goals for Course Evaluation Purposes:
Essential Goals:
- Developing a clearer understanding of, and commitment to, personal values.
- Developing specific skills, competencies, and points of view needed by professionals in the field most closely related to this course.
Important Goals:
- Learning to analyze and critically evaluate ideas, arguments, and points of view.
2. Developing skills to express myself orally or in writing.
Student Learning Outcomes:
Learning Objective / Instructional Activity / Assessment- Apply knowledge of developmental characteristics, theories and research in expressing a philosophy of early childhood education.
- Articulate (orally and in writing) a working professional philosophy of early childhood education.
Oral presentation with group of peers / Mission, Vision and Core Values Paper (part of portfolio grade)
Portfolio/Philosophy Presentation (100 points)
- Apply knowledge of the NAEYC Code of Ethics and Standards of Professionalism for Early Childhood Educators to make ethical decisions in light of legal obligations.
- Research and present multiple perspectives on current issues.
- Explore options for employment in early childhood education.
- Prepare job search materials.
- Analyze professional roles and responsibilities, practices, and organizations.
School Administrator Interview (50 points)
Professional Goals Assignment (part of portfolio grade)
- Create a coherently organized professional portfolio with all required elements as determined by the program area.
- Identify community learning opportunities for the community in which student is student teaching.
Content and Teaching Methods: ECE 473 focuses on professional issues and development through various class experiences. These experiences are designed to challenge students to examine the coherence between teaching philosophy and actual implementation of pedagogy. Tools for self-examination of coherence include organizing and reflecting on artifacts while creating the professional portfolio, researching and presenting on professional issues in the field and considering the applicability of the National Association for the Education of Young Children (NAEYC) position on ethics in various scenarios. Teaching methods will include cooperative learning, lectures, multimedia presentations, interviews, individual assignments, peer reviews, and inquiry-oriented dialogue. Enrolled students are encouraged to learn through authentic inquiry within the context of the course themes and requirements.
Required Text:
Friedman, D. L. (2012). Creating and presenting an early childhood education portfolio: A
reflective approach. Belmont, CA: Wadsworth.
Additional readings as assigned by instructor.
Recommended Text:
Mooney, C. G. (2000). Theories of development: An introduction to Dewey, Montessori, Erikson,
Piaget, and Vygotsky. St. Paul, MN: Redleaf Press.
Assessment of Student Learning: The completion of all assignments in a professional manner (meaning correct grammar and spelling, professional appearance, appropriate content) is necessary but not exclusive for receiving an “A” on an assignment and for the class. All written assignments are to be typed. Detailed assignment descriptions and rubrics will be provided and posted in D2L for each project. Students can work ahead on assignments, but they will be penalized for work that is submitted past the due date. All assignments should be submitted in the corresponding dropbox by 5:00 PM on the due date posted for each assignment. Five percent of the total possible points will be deducted per day for late work. Assignments will be accepted for only one week after the posted due dates. The instructor will strive to provide feedback and grades on each assignment within one week of the scheduled due date for the assignment.
Grading Scale (based on percentage of 950 total possible points):
93%+=A 84-93.49%=B 75-83.49%=C 66-74.49%=D 65.5%=F
Please refer to attached dispositions rubric for further details regarding grading. Unacceptable behavior, as indicated on the dispositions rubric, may result in lowering of the grade for the course.
Class Participation: This course involves a great deal of experiential and participatory learning. All students are expected to maintain active, meaningful, and respectful involvement in class discussions and activities. Failure to do so will result in a deduction of points from the final grade for this course.
Communication with Instructor: Students are asked to use the email feature in D2L to communicate privately with the instructor. She will check and respond to emails at least once per day, Monday through Friday. If she is unavailable for some reason, she will notify the class of her absence via D2L email.
Communication with Other Students: “Discuss” and “Chat” will be open for use by students at all times. Some discussions will be directed with specific instructions, but students are encouraged to communicate with each other whenever needed. If the need arises for private discussions among students, use of the email function is encouraged.
Netiquette: In all virtual interactions, the same level of professionalism and respect is expected as would be in a college classroom. Students should post their comments by the scheduled due dates so that that other students may compete their portions of any communication-related assignments. Correct English and adherence to standard writing conventions are expected in all communication and in completion of all assignments. Net acronyms are not acceptable for the purposes of this class.
Honesty Policy
In written papers and other class projects (electronic format, hard copy or otherwise) it is unethical and unprofessional to present the work done by others in a manner that indicates that the student is presenting the material as his/her original ideas or work. Cheating, assisting others, or plagiarizing on tests, quizzes, problems, research papers, or other assignments will result in written notification to the student involved, the academic advisor, the department that offers the course, the appropriate College or Administrative Dean, and parent/guardian (when student is a dependent for financial aid purposes). Plagiarizing is submitting uncited materials as you own work, which was in fact produced by others. Examples include uncited work from journals, books, work of others, or electronic sources. *
In addition, the penalty for academic dishonesty may be one or more of the following, at the discretion of the instructor, and based on the seriousness of the situation:
- A grade of zero on the test, quiz, homework, problem, or other assignment of the student(s) involved.
- A grade of F for the course.
- Referral of the matter to the Student Conduct Committee or the GraduateSchool for disciplinary action.
Students have the right to appeal an academic dishonesty charge. Procedures for this process are available in College Department Offices and the Dean’s Office. No final course grade will be given until all avenues of appeal have been completed or the case resolved.
If repeated offenses occur in either a specific class or in 2 or more different classes, the matter will be automatically referred to the Student Conduct Committee/Graduate School.
*World Wide Web (www), CD-Rom, video and audio materials, graphic materials, etc.
Freedom in Learning Statement (BOR policy 1:11): Students are responsible for learning the content of any course of study in which they are enrolled. Under Board of Regents and University policy, student academic performance shall be evaluated solely on an academic basis and students should be free to take reasoned exception to the data or views offered in any courses of study. Students who believe that an academic evaluation is unrelated to academic standards but is related instead to judgment of their personal opinion or conduct should first contact the instructor of the course. If the student remains unsatisfied, the student may contact the department head and/or dean of the college which offers the class to initiate a review of the evaluation.
This course acknowledges the importance of ADA requirements. Any student who feels s/he may need an accommodation based on the impact of a disability should contact Nancy Hartenhoff-Crooks, Coordinator of Disability Services (605-688-4504 or Fax, 605-688- 4987) to privately discuss your specific needs. The Office of Disability Services is located in room 065, the Student Union. For more information please see SDSU's Office of Disability Services
Diversity Statement:The Early Childhood Education program at SDSU values diversity in all forms, grounded in the understanding that diversity is inclusive of all identities including race/ethnicity, socioeconomic status, gender, exceptionality, language, religion, sexual orientation and geographical location. In each ECE course we strive to focus teacher candidates’ attention to the knowledge, skills and dispositions necessary in providing appropriate care and education for all children (ages birth through eight) and their families. This will be accomplished through lecture, discussion, planning of environments and/or curriculum, interactions with children and families, and collaboration with other professionals. Please pay attention to your course syllabus and schedule for the specific ways in which diversity will be addressed in this specific course.
Tentative Class Schedule
Date / Topic: / Reading Assignments Due: / Materials Due:5/28-6/3 / Introductions:
Complete and post introduction of
yourself in D2L discuss section
Preview course syllabus
independently / Read Chapter 3 of text / Due 6/3: introduction of yourself posting
6/3 / Collaborate Session:
Intro to course (please read syllabus before session)
Walk-through of text (have your textbook available to mark important pages)
Exploration of self (Objectives 1, 2, 6): Assignments for the week
6/3-6/10 work / Mission, Vision and Core Beliefs Statements
Create
Professional Goals / Friedman,Ch. 3 / Due 6/7: Draft 1 of MVCB Paper for Peer Review
Due 6/10: Draft 1 of MVCB Paper for peer review, Professional Goals paper
6/10 / No Collaborate Session this Week:
Work time for Mission, Vision and Core Beliefs Paper instead, time available for individual student conferences if needed
6/10-6/17 work / Mission, Vision and Core Beliefs Statements
Share
Revise / Due 6/13: Feedback from peers on MVCB papers
Due 6/17: Draft 2 of MVCB papers for instructor review
6/17 / Collaborate Session:
The job search (Objectives 5, 6): Assignments for the week
6/17-6/24 work / Careers: Pros and Cons
Brainstorming
Resume
Cover Letter
Interviewing / Due 6/24: Collaborative Pros/Cons lists
Resume
Cover Letter
Portfolio/Philosophy Interview
6/24 / Collaborate Session:
Professional portfolio (Objective 8): Assignments for the week
6/24-7/1 work / Introduction to Portfolio
Rationale Statements
Reference Letters / Friedman, Chapters 1, 2,
4, 6, 7
NAEYC Standards / Due 7/1:
First rationale statement for review
Intro to portfolio for review
7/1 / No Collaborate Session this Week:
Work on rationale statements, time available for individual student conferences if needed
7/1-7/8 work / Rationale statements / Due 7/8: All rationale statements for review
7/8 / Collaborate Session:
Professionalism and ethics (Objectives 3, 7): Assignments for the week
7/8-7/15 work / Professional Organization Search
Ethics Assignment / NAEYC Code of Ethical Conduct & Statement of Commitment / Due 7/15: Professional organization search & ethical dilemma paper
7/15 / Collaborate Session:
Current issues in education (Objectives 4, 7): Assignments for the week
7/15-7/22 work / Current Trends/Issues Research and Presentation / Friedman, Chapter 8 / Due 7/22: Final draft of professional portfolio for grading
Presentation posted for comments
7/22 / Collaborate Session:
Community engagement (Objectives 7, 9): Assignments for the week
7/22-8/2 work / Interview of school administrator
Community awareness activity / Due 7/29: Current trends presentation comments
Due 8/2:
Interview with principal or school official
Community awareness activity
Professional Attribute Assessment
Candidate Name / Placement Site Supervisor/ Faculty/Field Supervisor
This document describes seven essential attributes of professional performance on the part of candidates. Please read the following statements and rank each attribute. 1 = Unsatisfactory, 2 = Basic, 3 = Acceptable, 4 = Proficient, 5 = Distinguished, N/A = Not Applicable given current observations. If an attribute is ranked at 2 or below, please complete a Referral Form, review with the Candidate, and create a plan to improve this attribute.
Respect 1 2 3 4 5 N/A / Comments:
- is considerate of others
- values diversity
- demonstrates inclusive attitudes and behaviors
Responsibility 1 2 3 4 5 N/A
- engages in socially appropriate behaviors
- is reliable and trustworthy
- accepts consequences for personal actions or decisions
- prepares for classes/meetings/group work/instruction
- demonstrates professional ethical behavior
- maintains confidentiality of students/colleagues
- attends class regularly and is on time
Flexibility 1 2 3 4 5 N/A
- adapts to change
- is open to new ideas and opinions
- deals appropriately with less than ideal situations when necessary
- maintains a positive attitude when necessary changes occur
Collaboration 1 2 3 4 5 N/A
- supports teamwork
- shares knowledge and responsibilities with others
- accepts and responds appropriately tofeedback from others
Reflection 1 2 3 4 5 N/A
- self-assesses knowledge/performance using higher order thinking
- demonstrates accurate self-analysis regarding own strengths and weaknesses
- accepts/uses constructive feedback
- assesses situations using multiple perspectives
Professional Development 1 2 3 4 5 N/A
- engages in professional development activities
- is committed to the profession
- models and promotes life-long learning
- has enthusiasm for one's discipline(s) and values the process of learning
- demonstrates a belief that all students can learn
- demonstrates a belief that teachers can influence learning
Effective Communication & Social Awareness 1 2 3 4 5 N/A
- uses the English language effectively and appropriately
- is able to assess social/professional situations
- displays an understanding of non-verbal communication
- acts in socially appropriate and professional ways
- demonstrates effective listening skills
- maintains positive relationships with others (i.e. colleagues, peers, parents, students)
- demonstrates an awareness of how personal appearance and grooming habits can influence teacher effectiveness and dresses appropriately for given contexts
Form Completed by: / Course
Semester & Year
Form Revised October 2012
**Regardless of academic performance, a candidate’s disposition on this rubric may affect his or her academic standing (refer to course syllabi).