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Murray ELE 605 - ELE 605 SYLLABUS

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A=90-100% of total pointsMSU Graduate CatalogueMURRAY STATE UNIVERSITYCOURSE SYLLABUS Revised November 16, 2007DEPARTMENT: Early Childhood and Elementary EducationCOURSE NUMBER: ELE 605 CREDIT HOURS: 3I. COURSE TITLE: Introduction to Graduate Studies in Interdisciplinary Early Childhood EducationII. CATALOG DESCRIPTION: A course designed for students entering the field of early intervention and education of children birth to primary school and students preparing for Kentucky Interdisciplinary Early Childhood Education (IECE) teacher certification. This course addresses the philosophy of early childhood education, teacher performance, professional development, and certification. (Please note that this course is not recommended for majors other than IECE.)III. PURPOSE: The course will enable the student to develop a Plan of Study, develop framework for graduate portfolio, an Individual Professional Growth Plan related to Kentucky Interdisciplinary Early Childhood Education (IECE) teacher certification and the IECE graduate program. Self-assessment in relation to IECE Teacher Performance Standards will provide the foundation for the Professional Growth Plan and Plan of Study. Course content and required activities contribute to attainment of plan objectives. IV. COURSE OBJECTIVES: The behaviors listed below are understood to be reflective of, but not limited to those behaviors advocated by the Kentucky Education Reform Act guidelines. Following each objective, and enclosed in parentheses are numbers that reference the Kentucky Interdisciplinary Early Childhood Education Teacher Standards (IECE), Kentucky Experienced Teacher Standards (ET) and Kentucky Early Childhood Educator Competencies (ECE). As a result of participation in this course, students will:A. demonstrate understanding of the history and philosophy of Interdisciplinary Early Childhood Education. (IECE VII) {ET II}(ECE3) B. demonstrate understanding and application of IECE Teacher Performance Standards and Performance Criteria; KERA Learning Goals and Academic Expectations; Kentucky Early Childhood Standards, and the teacher licensure process. (IECE VII) (ECE 3) C. identify and determine personal professional strengths and weaknesses as a basis for a Professional Growth Plan. (IECE V, VII) {ET II, VII} (ECE 5) D. collect and create documents and artifacts that constitute evidence of competency as defined in IECE Teacher Performance Standards and Performance Criteria. (IECE VII) {ET I, II, IX}(ECE5)E. develop a Professional Growth Plan, characterized as professionally defensible, feasible, and timely in conjunction with requirements established by your instructors. (IECE V, VII) {ET IX}(ECE 5) F. initiate a personal professional working portfolio in accordance with university regulations and procedures. (IECE VII) {ET II}(ECE 5)G. develop supporting documentation of strengths and work experiences while establishing long time goals for career development. (IECE V, VII) {ET I, II, IX}(ECE 5)H. develop skills to use technology to enhance learning. (IECE II, III, IX) {ET X} (ECE4) The COE Theme of Educator as Reflective Decision-Maker and the EPSP theme of diversity are addressed in this course through the various chapters in the text and, more specifically, through each student’s reflection on his/her professional growth within the context of the diversity found in Interdisciplinary Early Childhood education environments. V. CONTENT OUTLINE:A. History and philosophy of Interdisciplinary Early Childhood EducationB. IECE Teacher Performance Standards and Kentucky Early Childhood Educator CompetenciesC. Kentucky Early Childhood StandardsD. Teacher Certification ProcessE. Self-assessment and professional growthF. Portfolio DevelopmentG. Requirements of IECE graduate programsH. Resources for Professional DevelopmentI. Using technology with young childrenJ. Philosophy guiding practicesK. Collaboration and teamingL. Cultural competencyM. TransitionsVI. INSTRUCTIONAL ACTIVITIES: Lecture, group discussions, small group activities, case studies, student/instructor conferences, readings, on line assignments, student assessment procedures including development of portfolio, projects, and exams.VII. FIELD AND CLINICAL EXPERIENCES: None requiredVIII. RESOURCES: College of Education computer labs, College of Education Curriculum Materials Center, MSU Waterfield Library and online resourcesIX. GRADING PROCEDURES: Student progress throughout the IECE graduate program is continuously assessed. Appropriate professional characteristics and dispositions, in addition to academic achievement, are assessed by faculty. At the completion of 9 credit hours, students should complete an application for candidacy form. At this point, faculty determine if the student is formally admitted into the IECE graduate program.For students applying for admission to Teacher Education Services at the graduate level, positive and negative flags are submitted to Teacher Education Services and then presented to admission committees. Negative flags are carefully reviewed to make a determination as to whether a student should be denied admission OR if a professional development plan will be designed for the student's progress towards program completion. Negative flags may be grounds for denial of admission to Teacher Education and/or graduate practicum or reversal of admission status.Grades for this class are based on participation in class including both face-to-face class sessions and online class meetings, and completion of other required class activities in accordance with the following scale.A=90-100% of total pointsB=80-89% of total pointsC=70-79% of total pointsD=60-69% of total pointsE=below 59% of total pointsRequired Activities: (Many of these activities would be appropriate for the graduate portfolio)1. Collaboration entry with reflection. Students will participate in a collaboration activity (with other professionals and/or families) providing supporting documentation of completion of activity. (25 points possible) Reflection required for this activity.2. Development of graduate portfolio posted on LiveText. Students will develop a personal professional working portfolio in accordance with university regulations and procedures based on IECE Teacher Standards (15 points possible for activity). As part of process of developing portfolio, students will develop a vita/resume and their philosophy/beliefs about the education of

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