Murray ELE 474 - ELE 474 SYLLABUS (4 pages)

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ELE 474 SYLLABUS



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ELE 474 SYLLABUS

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Pages:
4
School:
Murray State University
Course:
Ele 474 - IECE Practicum
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MURRAY STATE UNIVERSITY COURSE SYLLABUS OUTLINE DEPARTMENT Early Childhood Elementary Education COURSE NUMBER ELE 474 INSTRUCTOR Dr Jo Robertson EMAIL jo robertson coe murraystate edu FAX 270 809 3799 CREDIT HOURS 3 PHONE 270 809 6956 OFFICE 3202 Alexander Hall 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 B C D E F G H I J Demonstrate an ability to plan and implement developmentally appropriate curriculum and instructional practices including use of technology for instruction for children birth5 years of age IECE I III ECC 2 4 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 Select intervention curricula and methods for children with and without disabilities birth5 years of age IECE I III ECC 4 Apply appropriate skills in management of children in diverse settings IECE III V ECC 4 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 Establish a safe and developmentally appropriate environment for children IECE II ECC 2 4 Establish and maintain a positive collaborative relationship with families other professionals and community providers IECE VI VIII ECC 6 Select and use a variety of formal and informal assessment instruments and procedures IECE IV VIII ECC 5 Monitor summarize and evaluate the acquisition of child and family outcomes as identified on the IFSP or IEP IECE IV VIII ECC 5 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 professional growth plan You must document completion or progress on targeted goal For example students may attend and observe an ARC meeting First Steps transition meeting go on a home visit with teacher or First Steps provider complete a program evaluation instrument such as a ITERS R or ECERS R develop parent


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