MURRAY STATE UNIVERSITY COURSE SYLLABUS OUTLINE DEPARTMENT: Early Childhood & Elementary Education COURSE NUMBER: ELE 474 CREDIT HOURS: 3 INSTRUCTOR: Dr. Jo Robertson PHONE: 270-809-6956 EMAIL: [email protected] OFFICE: 3202 Alexander Hall FAX: 270-809-3799 I. TITLE: IECE Practicum II. COURSE DESCRIPTION: This course makes provisions for students to participate in all activities and duties generally expected of an early childhood professional or an Interdisciplinary Early Childhood Education teacher. Supervision by the faculty member teaching the course will be provided. Regularly scheduled seminars to promote reflective decision making, discuss student progress and provide additional training in methods, procedures and evaluation will coincide with the practicum experience. Prerequisite: Admission to Teacher Education. III. PURPOSE: The purpose of this course is to provide practicum for the demonstration of IECE Teacher Standards required for teaching young children birth-5 years of age. IV. COURSE OBJECTIVES: The behaviors indicated 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 parenthesis are numbers that reference the Kentucky IECE Teacher Standards (IECE) and Kentucky Early Childhood Core Competencies (ECC). As a result of participation in this course, students will: A. Demonstrate an ability to plan and implement developmentally appropriate curriculum and instructional practices (including use of technology for instruction) for children birth-5 years of age. (IECE I, III) (ECC 2,4) B. Make specific adaptations for the special needs of children who have specific disabilities or learning, developmental and behavioral needs. (IECE I,II,III) (ECC 4) C. Select intervention curricula and methods for children with and without disabilities birth-5 years of age. (IECE I, III) (ECC 4) D. Apply appropriate skills in management of children in diverse settings. (IECE III, V) (ECC 4) E. Implement developmentally and functionally appropriate individual and group activities using a variety of formats including play, environmental routines, parent-child activities, small group projects, and systematic instruction. (IECE I,II,III, V) (ECC 4) F. Establish a safe and developmentally appropriate environment for children. (IECE II) (ECC 2,4) G. Establish and maintain a positive collaborative relationship with families, other professionals, and community providers. (IECE VI, VIII) (ECC 6) H. Select and use a variety of formal and informal assessment instruments and procedures. (IECE IV, VIII) (ECC 5) I. Monitor, summarize and evaluate the acquisition of child and family outcomes as identified on the IFSP or IEP. (IECE IV, VIII) (ECC 5) J. Reflect on professional practice and develop, implement, and evaluate a professional growth plan. (IECE V) (ECC 3) The COE Conceptual Framework and Theme of Educator as a Reflective Decision-Maker is addressed in this course by requiring students to reflect on implemented lesson plans and standards based unit.The EPSB Themes of Diversity, Assessment, and Closing the Achievement Gap are addressed through required practicum activities such as incorporating adaptations for diverse learners into lesson plans, use a variety of assessment procedures, and select intervention curricula and methods for young children. V. CONTENT OUTLINE: Students will spend a minimum of 100 hours supervised practicum experiences with infant, toddler and preschool children. VI. INSTRUCTIONAL ACTIVITIES: Students will complete practicum assignments including developing and implementing learning activities and evaluating children’s developmental progress. VII. FIELD, CLINICAL AND/OR LABORATORY EXPERIENCES: Students will be assigned to one or more educational programs for young children for practicum in a supervised setting. Students will spend a minimum of 100 hours supervised practicum experiences with infant or toddler (50 hours), preschool (50 hours) children in diverse settings. Students will keep a daily log reflecting the experiences of the practicum. Students must document current negative TB test. Students must provide a copy of negative TB test to each site where they complete the practicum. Sites also require a criminal background check, check with the program administrator for requirements. VIII. GRADING PROCEDURES: The following scale will be used for determining course grade: A= 90-100% of total points B=89-80% of total points C=79-70% of total points D=69-60% of total points E=below 60% of total points Required practicum activities: A reflection should accompany each required activity. Required activities include: • Practicum students will be observed by the university instructor in all placements. An IECE TPA lesson plan will be submitted to the university instructor PRIOR to each observation. • Students will plan and teach 2 IECE TPA lesson plans before planning and teaching a 2week standards based unit in preschool. The purpose of these lessons is to allow the student to get to know the preschool children and their developmental levels. • Students will plan and teach a two week standards based unit for preschool. Students will have primary responsibility for teaching the planned unit. Students will submit the standards based unit and IECE TPA lesson plans from the unit in Live Text. • There should be daily lesson plans for each day you teach the unit. Students.. are required to use informal assessment linked to objectives on lesson plans during practicum experience. Lesson plan format (IECE KTIP format) and standards based unit are found in Live Text. You must use technology for instruction in an appropriate way for young children during at least one of the observed lessons. • Students are required to develop and carry out 8 IECE TPA lesson plans with infants and/or toddlers in a group setting. Students are required to use informal assessment linked to objectives on lesson plans during practicum experience. • Students are required to monitor child and family progress on IFSP OR child progress on an IEP.• Develop a Professional Growth Plan for the practicum. Using the IECE teacher standards, identify at least one goal for growth you will complete during the practicum. This goal should be targeted on your