I. Department: Human Development and Learning
II. Course Number: ECED 4580
III. Course Title: Student Teaching: PreK-4
IV. Semester Hours: 12 Semester credits
V. Date of Revision: November 13, 2002
VI. Text: None required
VII. Catalog Description:
Co-requisite: Must be taken in conjunction with ECED 4581. A supervised 150-credit teaching practicum in an approved Early Childhood program. Seminars will be held to coordinated and evaluate experience.
VIII. Additional Course Information:
IX. Relationship of Course to College and Program Philosophy and Goals:
This course provides opportunities for students to put theory in to practice in developing their own unique professional style. Practicum planning draws heavily from the theories of Piaget, Vygotsky, and Erikson, as well as the Constructivist Theory of Learning. Developmentally appropriate guidelines as defined by the National Association for the Education of Young Children are followed.
X. Course Objectives:
The student will
A. Observe young children in a NAEYC accredited program.
B. Assist in the development and implementation of a program and schedule experiences which focus on young childrenís developmental needs.
C. Plan activites that are developmentally appropriate and implement these plans individually and in small and large groups.
D. Participate in weekly planning sessions with the mentor teacher and center staff.
E. Demonstrate flexibility in designing and implementing experiences following the interest abilities, and developmental changes of young children.
F. Use appropriate procedures in working with young children.
G. Assume responsibility for at least two weeks in planning, implementing, and evaluating entire program serving young children.
H. Participate in parent conferences, and develop written communication with parents in each placement.
I. Participate and be involved in a staff training session on a specific topic.
J. Collect and critique professional materials.
K. Complete a reflective journal of the student teaching experience.
XI. Course Topics:
Planning, implementation, and evaluation of teaching in an early childhood classroom, through hands-on experiences in early childhood classrooms.
XII. Class Activities and Requirements:
The Early Childhood student will be supervised by both the mentor and the university supervisor. The observations will be both planned and unannounced and will include individual conferences to discuss evaluation. To assist the student, both daily and weekly lesson plan will be reviewed before implementation by the mentor and/or supervisor.
1. Complete a Personal Goals and Objectives for each placement, and arrange a conference time to meet with the university supervisor and mentor, before the end of the school year.
2. Participate in a supervised 150 hour practicum in a selected early childhood program. the mentor will complete at least 3 formal observations and evaluations and the university supervisor will complete regular observations and complete the mid-term and summary evaluations. Other informal evaluations will be completed intermittently throughout the semester.
3. Complete notebook (or box if needed) of materials collected on the job or related to job responsibilities. These should be materials that the students will refer to later. This should be completed and organized. Due one week before exams.
4. Complete each day a reflective journal of experiences. Focus on interactions and responses of children. This is not a listing of events that took place. Included in the journal will be the reflections of readings in the field (such as articles, books, or references). Keep in a notebook that you take to field study site for the university supervisor to check at each visit or email the reflections to the supervisorís email address each week.
5. Develop a weekly plan that will be critiqued and observed by a supervisor.
6. Develop and teach completely at least one formal unit during each placement. Lesson plans must also be written for all activities that student teaches.
7. Write at least one newsletter or handout for distribution to parents of children in the program. This must be approved by the mentor teacher and the university supervisor.
8. Participate in at least on parent conference in each setting and attend any regular parent meetings.
9. Attend all staff meeting of the center/school during the practicum.
10. Work cooperatively with mentor teacher to progress from the observation of children to assuming total responsibility for the classroom.
11. Meet frequently with university supervisor to evaluate and improve teaching.
12. Complete 5 observations of other classrooms and submit a written summary.
1. Any hours missed must be made up. It is the studentís responsibility to arrange with the mentor teacher a convenient time for make-up.
2. Any assignments turned in late, or any missed conference meetings will result in loss of points.
B. Rubric for Determining Grade
XIII. Field Experiences
Five classroom observations are required outside the actual student teaching responsibilities. These observations focus on other ways of approaching problems and alternative ways of organizing classrooms. These observations are to be in alternative settings to the ones in which students are place as student teachers.
XIV. Supplemental Readings/Materials: None
Bredekamp, S., & Copple, C. (Eds.) (1997). Developmentally appropriate practice in early childhood programs Rev. ed. Washington, DC: National Association for the Education of Young Children.
Carter, M., & Curtis, D. (1994) Training teachers: A harvest of theory and practice. St. Paul, MN: Redleaf Press.
Corson, P., Barnhard, J.K., & Gonzalez-Mena, J. (1998). Culturally situated explorations of child development: A home visit project for prospective early childhood teachers. Journal of Early Childhood Teacher Education, 19, 245-258.
Feeney, S., & Freeman, N.F. (1999). Ethics and the early childhood educator: Using the NAEYC code. Washington, DC: National Association for the Education of Young Children.
Fosnot, C.T (1989). Inquiring teachers, inquiring learners: A constructivist approach for teaching. New York: Teachers College Press.
Genishi, C. (1992). Ways of Assessing Children and Curriculum: Stories of Early Childhood Practice. New York: Teacher College Press.
Jones, E. (1994). Emergent curriculum. Washington, DC: National Association for the Education of Young Children.
Koch, P.K., & McDonough, M. (1999). Improving parent-teacher conferences through collaborative conversations. Young Children, 54(2), 11-15.
Machado, J.M., & Botnarescue H.M. (1993). Student Teaching Early Childhood Practicum Guide, 2nd ed. Albany, NY: Delmar.
Mallory, B.L., & New, J.S. (Eds.) (1994). Diversity and developmentally appropriate practices. New York: Teachers College Press.
Sturm, C. (1997), Creating parent-teacher dialogue: Intercultural communication in child care. Young Children 52, 34-38.
Sluss, D.J.,& Thompson, E.H. (1998). In search of the zone of proximal development: A sociocultural view of the stages of teaching as experienced by novice and experienced early childhood teachers. Journal of Early Childhood Teacher Education, 19, 193-201.
Van Scoy, I.J., & Freeman, N. (1998). Through our eyes: Helping emerging teacher see themselves. Journal of Early Childhood Teacher Education, 19, 43-54.
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