1MURRAY STATE UNIVERSITY COURSE SYLLABUS Revised August 2011 DEPARTMENT: Early Childhood and Elementary Education COURSE NUMBER: ELE 605 CREDIT HOURS: 3 I. COURSE TITLE: Introduction to Graduate Studies in Interdisciplinary Early Childhood Education II. 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: These objectives are understood to be reflective of, but not limited to those behaviors aligned with the Kentucky Core Academic Standards (KCAS) and Characteristics of Highly Effective Teaching and Learning (CHETL). 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), Kentucky Early Childhood Educator Competencies (ECE) and College of Education Student Dispositions (COE). 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) (COE 4) 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) (COE 4) 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)2E. 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) (COE 4) F. initiate a personal professional working portfolio in accordance with university regulations and procedures. (IECE VII) {ET II}(ECE 5) (COE 4) 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 Themes of Diversity and Educator as Reflective Decision-Maker 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. Learned societies from each discipline should be referenced by preservice and inservice teachers. Kentucky documents, including SB1 Initiatives, will be resources for preservice and inservice teachers. V. CONTENT OUTLINE: A. History and philosophy of Interdisciplinary Early Childhood Education B. IECE Teacher Performance Standards and Kentucky Early Childhood Educator Competencies C. Kentucky Early Childhood Standards D. Teacher Certification Process E. Self-assessment and professional growth F. Portfolio Development G. Requirements of IECE graduate programs H. Resources for Professional Development I. Using technology with young children J. Philosophy guiding practices VI. INSTRUCTIONAL ACTIVITIES: The class is designed as an on-line course. Readings, mini-lectures, discussion forums and other activities are related to identified course objectives. VII. FIELD AND CLINICAL EXPERIENCES: None required VIII. RESOURCES: College of Education computer labs, College of Education Curriculum Materials Center, MSU Waterfield Library, online resources3IX. 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. 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=92-100% of total points B=91-83% of total points C=82-74% of total points D=73-65% of total points E=below 65% of total points Required Activities: (Many of these activities would be appropriate for the graduate portfolio) 1. Development of graduate portfolio in LiveText. Students will develop a personal professional working portfolio in accordance with university regulations and procedures based on IECE Teacher Standards. 2. As part of the process of developing the portfolio, students will write their philosophy about the education of young children with and without disabilities. Your philosophy should include your beliefs about the education of young children from birth through kindergarten, reflect best practices, and include how you work with children with diverse abilities and their families. 3.