Great Basin College

Early Childhood Education

ECE 231 Preschool Practicum

Fall Semester 2012

 6 Credit Course

Field Study & Web Enhanced

 

Instructor: Lynette Macfarlan, MA

Office: EIT Building, #259

E-Mail: lynettem@gwmail.gbcnv.edu

Office Phone: 753-2239

Office Hours: Mondays and Wednesdays:

8:30 AM – 11:30 AM or by appointment

 

Prerequisites: ECE 250, ECE 251, ECE 262 & HDFS 232

 

 

Text 

 

Tyminski, Carroll, (2006). Your Early Childhood Practicum and Student Teaching

      Experience, 2nd Edition.  Pearson, Merrill Prentice Hall.  ISBN: 0-13-048817-8  

 

Practicum Handbook:  Provided by Instructor

 

Course Description

 

Student interns will work in a preschool setting with young children under the supervision of a master teacher, while practicing and applying the methodologies which they have gained throughout their Early Childhood course work.  Students will write comprehensive lesson plans based on a literacy project approach supported by the Nevada Preschool Standards.  These plans will be implemented as each student gradually assumes the role of lead teacher. 

 

Course Outcomes

 

At the end of the course students will be able to:

Measurement through Assessment

  1. Observe children objectively and describe their behavior.

 

·         Journal Entries

·         Reading Assignments/Essay #1

·         Journal Entries/Reflection

·         Instructor’s Evaluations – Rubric

  1. Recognize the developmental ages and stages of preschool age children.

·         Interview Master Teacher/Written Essay Reading Assignments/Essay #2

·         Journal Entries/Reflection

·         Literacy Unit: Implementation

·         Instructor’s Evaluation’s – Rubric

  1. Effectively supervise a group of children using positive guidance techniques.

·         Reading Assignments/Essay #3

·         Autobiography/Reflective Paper

·         Journal Entries/Reflection

·         Literacy Unit: Implementation

·         Instructor’s Evaluation’s - Rubric       

  1. Demonstrate the ability to guide, redirect, and modify behavior.

·         Reading Assignments/Essay #4

·         Journal Entries/Reflection

·         Literacy Unit: Implementation

·         (Assume Lead Teacher Role)

·         Instructor’s Evaluation’s – Rubric

  1. Demonstrate the ability to encourage cooperative interaction among children, staff and parents through professional development.

 

·         Interview Master Teacher/Written Essay Autobiography/Reflective Paper

·         Reading Assignments/Essays #5

·         Journal Entries/Reflection

·         Literacy Unit: Implementation

·         (Assume Lead Teacher Role)           

·         Instructor’s Evaluation’s – Rubric

  1. Develop and implement daily lesson plans incorporating the six areas of development:  Creative, Emotional (self), Physical, Cognitive, Social and Language supported by the Nevada State Preschool Standards.

·         Literacy Unit: Implementation

·         (Assume Lead Teacher Role)

·         Instructor’s Evaluation’s - Rubric

  1. Assume the position and responsibilities of Aide, Assistant, and Lead Teacher at designated time periods throughout the semester.

·         Interview/Master Teacher/Written Essay Reading Assignment/Essay #6

·         Literacy Unit: Implementation

·         Instructor’s Evaluation’s - Rubric

  1. Research, analyze and compile ECE professional resources to

further educational progress and practical application.      

 

·         Interview/Master Teacher/Written Essay Reading Assignment/Essay #7 Journal Entries/Reflection

·         Instructor’s Evaluation’s - Rubric       

 

 

Class Organization

 

Lab School Setting:  Mark H. Dawson Child and Family Center, GBC Campus or other assigned site – to be determined by ECE Program Coordinator.

 

Internship will be carried out through a team teaching approach and supported through cooperative learning.  Mentorship will be provided by the master teacher during each preschool session.  Additional instructional resources, approaches, and methodologies will include hands-on activities and demonstrations performed by the teaching team.  The master teacher, center director and instructor will work together to create and maintain a non-threatening, comfortable environment that encourages students to ask questions, share experiences and to constructively react to other participants’ contributions.

 

Course Assignments

 

 

ALL ASSIGNMENTS MUST BE SUBMITTED THROUGH WEBCAMPUS.

 

 

In this course students will demonstrate their knowledge and skills in the art of pedagogy in Early Childhood Education through the completion of the following requirements:

 

1.    Autobiography and Reflective Paper (MLA or APA Format): “ECE, My Career of Choice”: This paper must be a minimum of 3 typewritten pages written in 2 parts.  (Due: Tuesday, Sept. 4th – Monday is Labor Day)

 

Part I: Autobiography: Tell your master teacher and teaching team what you would like for them to know about you as an individual and prospective teacher.

 

Part II: Explain why you chose the field of Early Childhood Education. Describe your concerns and apprehensions as well as what excites you as you approach your long-awaited practicum experience. Let your true self shine through!  (3 copies: Professional Binder, Master Teacher and Instructor).

 

  1. Interview with Master Teacher (MLA or APA Format):  This paper must be typed and written in an essay format.  It is imperative that all required aspects of the interview be included. Additional information gained through the interview may be added.  Sample interview questions are located in the Student Handbook(Due: Monday, Sept. 18th)

 

  1. Reflective Questions/Weekly Journal:

 

I:  Reading Assignments/Reflective Questions:  Students are required to read specified chapters from the text, Your Early Childhood Practicum and Student Teaching Experience.  The students will answer questions based on the reading assignment as listed on the Reading Assignment Worksheet located in the Student Handbook. The questions are also posted in the Webcampus Assignments Area.  All responses must be typed, printed and compiled in the student’s Professional Binder.  Post in Webcampus.

 

 

Reading Assignment/Reflective Question Time-Line

 

All Assignments are due on Mondays by 8:00 AM!

 

 

Assignment  #1

 

Chapter 1

Due: 9/10

Assignment # 2

 

Chapter 6

Due: 9/17

Assignment # 3

 

Chapter 2

Due: 9/24

Assignment # 4

 

Chapter 8

Due: 10/1

Assignment # 5

 

Chapter 3

Due: 10/8

Assignment # 6

 

Chapter 4

Due: 10/15

Assignment # 7

 

Chapter 5

Due: 10/22

 

Assignment # 8

 

Chapter 9

Due: 10/29

 

Assignment # 9

 

Chapter 10

Due: 11/5

Work on Literacy Unit/Lesson Plans if not already completed! Work on compiling portfolio.

 

Implementation must take place before November 30th.

Dates vary depending on scheduled implementation date.

Assignment # 10

 

No Reading Assignment:

Reflection Only

Due: 12/3 – Note: There is a lapse of time between assignments. Do not forget your final assignment!

 

Portfolio is also Due 12/3 or Before!

 

 

II: Journal Entries: Personal journal reflections must be written daily and submitted to the instructor every two week beginning September 12th.Students are encouraged to highlight what they have gained, pose questions, identify significant concerns, and pinpoint areas that need personal improvement. This dialogue is very important as it keeps the instructor abreast of student progress. The instructor will respond to each journal entry within three working days. All journal entries are confidential and will be shared only with the instructor.  Chapter 6 in the text provides helpful information for writing journal entries.  The journal entry format is located in the Student Handbook.  Post in Webcampus.

 

Journal Entry Time-Line

 

Journal Entry #1:

 

Due:  9/10

Journal Entry #2:

 

Due:  9/24

Journal Entry #3:

 

Due:  10/8

Journal Entry #4:

 

Due:  10/22

Journal Entry #5:

 

Due:  11/5

Journal Entry #6:

 

Due:  11/19

 

 

  1. Literacy Unit: The student will develop a literacy unit for one week or a set of lesson plans for two-weeks based on the knowledge and experience gained through the ECE course work.  The lesson plans must be supported by the Nevada Pre-Kindergarten Content Standards. The student will be observed by the instructor during the week that the unit is implemented in the classroom.  Lessons must be implemented prior to the end of November.  Students must set their observation date with the  instructor as soon as possible. Together with the master teacher, a specified week within the semester will be selected for implementation purposes. For those students who are carrying out their practicum at the GBC Lab School, a Mark H. Dawson curriculum calendar and an electronic version of the daily lesson plan will be provided by the Master Teacher. If the placement is located at a site other than the Mark H. Dawson Child & Family Center, the student teacher must create her plans using Nevada Pre-K or Common Core Standards (kindergarten placement). Objectives are required for all lesson plans regardless of the placement site.

 

  1. Attendance/Instructor’s Evaluation: 

 

I. Successful completion of assigned preschool hours in a selected and approved preschool/day care setting. Students must attend practicum class as arranged by the instructor. The student must arrive 30 minutes before class begins and assist with clean-up 30 minutes after the class ends.  At least 2 hours weekly must be applied to planning and/or preparation as arranged by the master teacher.  Students are required to notify the instructor and the master teacher if they will not be present. Students must be on time.  If a student continues to arrive late or leave early, the master teacher is required to contact the Instructor. For each school day missed without a valid excuse, 25 points will be deducted from the student’s attendance score. If a student misses more than 3 Practicum classes, he or she will automatically be dropped from the course.  This requirement is not negotiable.

 

II. The instructor will conduct formal and in-formal observations in the classroom.  An observation checklist will be completed during each visit.  The evaluation forms are located in the Student Handbook.  The instructor will schedule a meeting with the student to discuss the outcome of each observation. The number of observation visits by the instructor will vary depending on the placement of the student (distant sites).

 

  1. Professional Portfolio: Orderly accumulation of required activities, assignments, evaluations, and curriculum plans. A Table of Contents is required.  (Due: December 3rd or before)

 

Portfolio - What to Include

 

 

v  Title Page: Include Name, Course, Instructor & Practicum Site

 

v  Table of Contents

 

v  Resume (contact career center on campus for assistance)

 

v  College Transcripts

 

v  Certificates for ECE training

 

v  Awards or Memberships related to ECE

 

v  Autobiography (above course assignment)

 

v  Interview with Master Teacher (above course assignment)

 

v  Teaching Philosophy

 

v  Reading Assignment Essays

 

v  Journal Entries (optional)

 

v  Articles Responses

 

v  Center/Classroom Curriculum

 

v  Daily Lesson Plans

 

v  Materials & Ideas Collected During Practicum

 

v  Guidelines for Multicultural Education

 

v  Final Essay: Reflection and Conclusion

 

 

Mandatory Requirement - Evaluations (Master Teacher): An evaluation will be completed by the master teacher mid-semester.  The Evaluation form is located in the Student Handbook and posted on the Webcampus.  Commendations will be made and areas of improvement will be identified and discussed.  The instructor may or may not be able to attend the conference.

 

(Required for Final Grade)

 

Important Note to Student: Arrange a date to complete the evaluation mid-semester.  Contact the GBC instructor with the designated dates and times.  If the instructor cannot attend the conference, a copy of the evaluation must be sent to the instructor following the conference. The student must ensure that this requirement is followed-through in a timely manner.  

 

Course Scoring System

 

Use this space to keep track of your own progress in the class.  Record the points you receive for each assignment and calculate your letter grade as the semester progresses.  Students are encouraged to make an appointment with the instructor at any time during the semester to discuss grades, questions, or concerns about the course. 

 

Assignment

Worth

Your Score

Autobiography

 

 20 points 

 

Interview

 

 20 points

 

Reading Assignments/Reflective

Essay     

(10 @ 15 possible points)

150 points

 

Journal Entries

6 @ 20 points each

120 Points

 

Literacy Unit/Lesson Plans

 

100 Points

 

Professional Binder

 

 40 Points

 

 

 600 Points              

                        

 

Grading Criteria

 

Grade

Percentage

Points

A

90 - 100 %

540 – 600

 

B

80 -  89%

480 – 539

 

C

70 -  79%  

420 – 479

 

D

60 -  69%

360 – 419

 

F

0 -   59%

  0 – 359

 

Calculate your letter grade at any time by dividing the total points accumulated by the total points possible to calculate the letter grade

For Example:    480/600  = 80% or an “B”

                                        

 

 

Plagiarism: Policy of Academic Integrity 

 

GBC subscribes to the traditional policy of academic integrity:  students are expected to be honest.  Students are expected to do their own work.  Students who plagiarize or commit academic dishonesty are violating the standards of academic integrity and are subject to consequences ranging from failing the assignment or course to dismissal from the institution.

 

Plagiarism is presenting someone else’s word, ideas or data as one’s own.  When a student submits work that includes the words, ideas, or data of others, the source of that information must be acknowledged through complete, accurate, and specific references; and if verbatim statements are included, through quotation marks as well.  In academically honest writing or speaking, the students will acknowledge the source whenever:

 

·         another person’s actual words are quoted.

 

·         another person’s idea, opinion or theory is used, even if it is completely paraphrased in the student’s own words.

 

·         facts, statistics, or other illustrative materials are borrowed, unless the information is common knowledge.

 

ADA-Accommodations

 

Great Basin College supports providing equal access for students with disabilities. An advisor is available to discuss appropriate accommodations with students.  Please contact the ADA officer in Elko at 753-2271 at your earliest convenience to request timely and appropriate accommodations.