Syllabus

** Undergraduate Course Fall Semester 2011 ** = =
 * EDUC 3342 Child Development Practicum **

Building on the liberal arts in a Christian context, LaGrange College challenges minds and inspires souls through civility, diversity, service, and excellence. The mission of the Education Department is to develop and nurture teachers who embrace this College mission and have exemplary professional knowledge, skills, and dispositions.
 * 1) ** EDUCATION DEPARTMENT CONCEPTUAL FRAMEWORK **

The Conceptual Framework undergirding programs in the Department has three core tenets:


 * Enthusiastic Engagement in Learning
 * Exemplary Professional Teaching Practices
 * Caring and Supportive Classrooms and Learning Communities.

Each tenet in the Conceptual Framework has an undergirding knowledge base, a cluster of related competencies, and specific implications for program courses and field experiences.

__ http://home.lagrange.edu/educate/CF.pdf __
 * 2. COURSE INFORMATION **
 * Course ** : EDUC 3342 Child Development Practicum
 * Prerequisites ** :EDUC 1199 with a C or better **Credit Hours**: 3
 * Classroom ** : Hawkes 123


 * 3. INSTRUCTOR(S) **
 * Professor(s) ** : Dr. Don Livingston **Office**:Hawkes Porch **Office Phone**: 880-8017
 * E-mail ** : dlivingston@lagrange.edu MW 10 -12/ **Office Hours**: by appointment


 * 1) ** TEXT AND SUPPLEMENTARY READINGS **


 * CHILD DEVELOPMENT **
 * || ** Author: ** FELDMAN
 * Publisher: ** PEARSON
 * Edition: ** 5TH ||


 * 5. ADA STATEMENT **

Under the Americans with Disabilities Act (ADA) of 1990 and Section 504 of the Rehabilitation Act of 1973, LaGrange College consistently undertakes to provide, by every reasonable effort, assistance and appropriate accommodations to qualified students with disabilities. Students with disabilities are responsible for identifying themselves, and for providing documentation from qualified and licensed medical or testing personnel to **Ms. Pamela Tremblay, Director, Counseling and Career Development Center, located in Smith Hall (x8313)**, as soon as possible.

By accepting admission to LaGrange College, each student makes a commitment to understand, support and abide by the LaGrange College Honor Code without compromise or exception. This class will be conducted in strict observance of this policy. **Honor Code ** As a member of the student body of LaGrange College, I confirm my commitment to the ideals of civility, diversity, service, and excellence. Recognizing the significance of personal integrity in establishing these ideals within our community, I pledge that I will not lie, cheat, steal, nor tolerate these unethical behaviors in others. **Pledge **: I pledge that I have neither given nor received unauthorized help in this academic work, nor have I witnessed any violation of the Honor Code. Attendance and timeliness, participation, professional dress, and a positive teaching-learning attitude are part of being a professional. They are required and are a part of your grade. Class attendance and punctuality are expected. In the event of an absence **2 percentage points will be deducted for each hour of class missed**. Three tardies equal one hour of absence. After six class hours missed due to unexcused absences, you will be withdrawn from the class with either a withdrawal passing or withdrawal failing designation. The only excused absences are college sponsored events that you are required to attend. Sorority and fraternity events are not considered college sponsored events. Although any absence other than college sponsored events will result in a grade reduction, in the event of an emergency absence, it remains your professional responsibility to contact the professor __prior__ to the missed class. At the discretion of the professor, an additional percentage point will be deducted from your grade for failure to contact her/him before the onset of class. Students should check with their classmates regarding notes and assignments missed. Further, the professor shall decide on a case by case basic whether any test or assignment due on the day of an unexcused absence will be accepted and, if accepted, at what reduction in grade will be assessed. Field experiences are an essential part of teacher preparation that take place each semester prior to student teaching. Teacher candidates are in schools on Tuesday and Thursday mornings for a minimum of 75 hours each semester. One hour each week is spent with the assigned STAR student. During the field experience teacher candidates are required to do all of the following: 1) send weekly reflections to all their education professors for that semester, 2) complete the record of attendance sheet with the teacher’s signature after each visit, 3) place the record in their student teaching notebook, and 4) complete any course requirement pertaining to the field experience. The teacher candidate organizes the field experience with the teacher, gradually progressing from working with individual students to working with small groups and then the whole class. College professors will observe and evaluate during the field experience. If an emergency or sickness prevents the teacher candidate from fulfilling their field experience responsibilities, they must let the teacher know immediately and arrange to make up the time missed. Failure to complete 75 hours of field experiences will result in lowered grades in all education courses for that semester (see course syllabi).
 * 6. COURSE POLICIES AND REQUIREMENTS **
 * __ Academic Integrity __
 * __Professionalism and Attendance __
 * __ Field experience requirements for undergraduate education majors. __

The purpose of this field experience is to establish a long-term relationship with a student who may have few positive adult role models. Teacher candidates benefit from strategies learned when working with at-risk students. They will converse, read aloud, tutor, and play appropriate games with the STAR student. The teacher candidate is expected to take the initiative when problem situations arise, consulting with school personnel and college faculty when necessary; for example have a ‘back-up’ student to mentor in case the STAR is absent. Failure to complete your STARS obligation will result in lowered grades in all education courses for that semester. __ Policy for Remediation of Inappropriate Dispositions and/or Inadequate Performance __ Because appropriate dispositions enhance teaching and learning, the Department of Education believes that teachers should project positive and productive attitudes toward students, colleagues and professors. It is not the intent of the Education Department to produce identical personalities. Rather, acceptable dispositions refer to positive attitudes, respect for the diverse characteristics of others and taking grievances to the appropriate person in a professional manner. In the pursuit of knowledge of learning, childhood and society, appropriate dispositions reflect the teachers abiding respect for the intellectual challenges set before them by their professors. Teachers are committed intellectuals who value rigorous inquiry, critique and informed skepticism as ways to expand their ethical, cultural and intellectual universes. To engage in professional exchanges, committed teachers must demonstrate constructive dispositions at all times. If a classroom professor observes or becomes aware of inappropriate dispositions, s/he will issue a written warning to the student. Upon the second time, the student will be required to attend a hearing of the Education Department Faculty for possible disciplinary action. At the discretion of the faculty, disciplinary action may result in a reduction in grade or in severe situations, expulsion from the program. Appropriate dispositions are also expected and assessed during field and clinical experiences.
 * __ STARS – Service To At-Risk Students __
 * Dispositions

Candidates who exhibit poor content knowledge, content pedagogical knowledge, professional skills and/or fail to demonstrate a positive effect on student learning based on specific criteria stated in the Field Experience Handbook (FEH) may be required to complete a remedial Professional Development Plan (PDP). Dismissal from the program is possible if the candidate fails to meet the minimum scores on the PDP. Specific procedures, instruments and scoring criteria used to assess dispositions and performance are described in the FEH.
 * Performance

All assignments are expected to be on time. In the event of a “D” or “F” on any work, the student should contact the professor for a conference. Additional assignments, including copying of materials, and activities may be required as deemed necessary to assure the master of the course objectives as stated. Use of APA style (latest edition) is required. All written work required for this course must be word-processed, double spaced, error-free, and grammatically and mechanically correct. Research or term papers must include an abstract and a reference page. Reference, copy, and attach all articles used to the work submitted. Always keep a duplicate copy for your record of everything you turn in. All final submissions will be kept by education department. Use a cover title page for all work submitted, with your name, course number, date, and assignment clearly typed. //Do not use plastic covers or folders.// You will be graded in a professional manner, and work submitted should reflect originality and professionalism. If guidelines are not followed, work will not be accepted. If the work completed is not APA, it will be reflected in the grade. This course involves significant student participation in class. Before class, think about how the readings and assignments given relate/could relate to your classroom teaching experience. Readings must be completed prior to class in order to facilitate quality discussion and maximize learning. a) Degree of assignment completion – your work will be compared to a standard. b) Finesse and originality with which the assignment is completed – your work will be compared to the work of others. A+ 98- 100% A 93-97.9% A –90-92.9% B+88-89.9% B 83-87.9% B- 80-82.9% C+78-79.9% C 73-77.9% C- 70-72.9% D+68-69.9% D 63-67.9% D- 60-62.9%
 * __Assignments __
 * __ Written Work Guidelines __
 * __ Participation __
 * __ Grading __ in this course will be based upon two elements:

The Standards Based Embedded Candidate Assessment (SBECA) is designed to capture and analyze initial program candidates’ grades on designated assignments and assessments from courses required for certification. The SBECA is a virtual grade book that is housed on TK20. The SBECA provides evidence of content mastery in candidates’ teaching fields, pedagogical content knowledge and skills and professional knowledge and skills. Candidates are required to earn a score of 70% or higher on each assignment submitted to the SBECA. Candidates who fail to meet these criteria and have a course grade of “C-“ or higher will be assigned a grade of incomplete and have a period of time, as determined by College faculty, to re-submit specific artifacts or assignments. It is the candidate’s responsibility to schedule a meeting with the course professor(s) to determine a method for meeting this standard either through the completion of the assignment or an alternative assignment given at the professor’s discretion. When the candidate has demonstrated mastery of the standard(s) being remediated, the grade of incomplete will be changed to reflect the candidate’s initial grade as determined by criteria noted on the syllabus.
 * __ SBECA __

SBECA Assignments –
 * Family and Community Service Project
 * Ethics Test
 * GACE Standards Based Examinations


 * 7. COURSE DESCRIPTION **

EDUC 3342 Child Development Practicum. (3) Fall A study of the principles of growth and development from conception through twelve years of age. Specific attention will be given to the influences of family on physical maturation, cognitive development, social skills, and personality development. Major contributions from the leading authorities in the field will be emphasized during the study of each area of development. A nursery and preschool field experience is required.


 * 1) ** ALIGNMENT WITH GA PSC STATE STANDARDS AND CONCEPTUAL FRAMEWORK TENETS AND RELATED COMPETENCIES **

||
 * This course addresses the following GA PSC **
 * state standards: 505-3-16 **


 * Candidate performance on each standard is assessed **
 * by: ** ||
 * Child Development and Learning
 * Child Development and Learning

(i) Use knowledge of how children develop and learn to provide opportunities that support the physical, social, emotional, language, cognitive, and aesthetic development of all children. || Common Assessments:

(ii) Use knowledge of how children differ in their development and approaches to learning to support the development and learning of individual children. || Common Assessments:
 * GACE Standards Based Examinations ||


 * GACE Standards Based Examinations ||
 * (iii) Demonstrate understanding of the conditions that affect children's development and learning, including risk factors, developmental variations, and developmental patterns of specific disabilities. || Common Assessments:
 * GACE Standards Based Examinations ||
 * (iv) Create and modify environments and experiences to meet the individual needs of all children, including children with disabilities, developmental delays, and special abilities. || Common Assessments:
 * GACE Standards Based Examinations ||
 * (v) Apply knowledge of cultural and linguistic diversity and the significance of socio-cultural and political contexts for development and learning, and recognize that children are best understood in the contexts of family, culture, and society. || Common Assessments:


 * GACE Standards Based Examinations ||
 * (vi) Demonstrate understanding of the interrelationships among culture, language, and thought and the function of the home language in the development of children. || Common Assessments:


 * GACE Standards Based Examinations ||
 * (vii) Affirm and respect culturally and linguistically diverse children, support home language preservation, and promote anti-bias approaches through the creation of learning environments and experiences. || Common Assessments:
 * GACE Standards Based Examinations ||
 * Curriculum Development and Implementation

(xviii) Establish and maintain physically and psychologically safe and healthy learning environments for children. || Common Assessments:
 * GACE Standards Based Examinations ||
 * (xx) Demonstrate understanding of the developmental consequences of stress and trauma, protective factors and resilience, and the development of mental health, and the importance of supportive relationships. || Common Assessments:


 * GACE Standards Based Examinations ||
 * (xxiii) Recognize signs of emotional distress, child abuse, and neglect in children and know responsibility and procedures for reporting known or suspected abuse or neglect to appropriate authorities. || Common Assessments:
 * GACE Standards Based Examinations ||
 * Family and Community Relationships

(i) Establish and maintain positive, collaborative relationships with families. || Common Assessments:
 * ** Family and Community Service Project ** ||
 * (ii) Respect parents' choices and goals for children and communicate effectively with parents about curriculum and children's progress. || Common Assessments:
 * ** Family and Community Service Project ** ||
 * (iii) Involve families in assessing and planning for individual children, including children with disabilities, developmental delays, or special abilities. || Common Assessments:


 * ** Family and Community Service Project ** ||
 * (iv) Support parents in making decisions related to their child's development and parenting. || Common Assessments:


 * ** Family and Community Service Project ** ||
 * (v) Demonstrate sensitivity to differences in family structures and social and cultural backgrounds. || Common Assessments:
 * ** Family and Community Service Project ** ||
 * (vi) Apply family systems theory, knowledge of the dynamics, roles, and relationships within families and communities. || Common Assessments:


 * Family and Community Service Project ** ||
 * (vii) Link families with a range of family-oriented services based on identified resources, priorities, and concerns. || Common Assessments:


 * ** Family and Community Service Project ** ||
 * (viii) Communicate effectively with other professionals concerned with children and with agencies in the larger community to support children's development, learning, and well being. || * ** Family and Community Service Project ** ||

// Professional knowledge // of: 1.1 Content Curriculum Learner || ** D ** ** D ** || Common Assessments: // Professional skills // of: 2.1 Planning 2.2 Instruction 2.3 Assessment || ** I ** ** I ** ** I ** || Common Assessments: // Professional dispositions // of: 3.1 Reflection 3.2 Connections 3.3 Action || ** D ** ** D ** || Common Assessments:
 * This course addresses the following Conceptual Framework tenets and related competencies: ** ||
 * Treatment **
 * in the **
 * course * ** ||
 * Candidate performance on each tenet and related competency is assessed by: ** ||
 * 1) ** Enthusiastic Engagement in **
 * Learning **
 * 1) ** Enthusiastic Engagement in **
 * Learning **
 * Family and Community Service Project
 * Ethics Test
 * GACE Standards Based Examinations ||
 * 1) ** Exemplary Professional **
 * Teaching Practices **
 * Teaching Practices **
 * GACE Standards Based Examinations ||
 * 1) ** Caring and Supportive **
 * Classrooms and Communities **
 * Classrooms and Communities **
 * ** Family and Community Service Project ** ||

* **(I) Introduced (D) Developed (P) Practiced**


 * 1) ** WEEKLY SCHEDULE **

Prezi Presentation || Introduction to Child Development Chapter 1 || Introduction to Child Development Chapter 2 || October 24 || ** Early Childhood Assessment ** || November 7 || Chapter 13 Prezi and quiz Middle Childhood Social || November 21 || ** Practicum Visit ** || November 28 || Spiral back to Infancy || December 5 || Spiral back to Middle Childhood ||
 * Wed. August 31 || Introduction to Course
 * Wednesday September 7 || Planning Family and Community Service Projects
 * Monday September 12 || Proposals Due Family and Community Service Projects
 * Wed. September 14 || Chapter 3 Prezi and quiz Start of Life ||
 * Monday September 19 || Chapter 4 Prezi and quiz Birth and Newborn ||
 * Wednesday September 21 || Chapter 5 Prezi and quiz Infancy Physical ||
 * Monday September 26 || Chapter 6 Prezi and quiz Infancy Cognitive ||
 * Wednesday September 28 || ** TK 20 Training ** ||
 * Monday October 3 || Chapter 7 Prezi and quiz Infancy Social ||
 * Wednesday October 5 || ** Infancy Assessment ** ||
 * Monday October 10 || Chapter 8 Prezi and quiz Early Childhood Physical ||
 * Wednesday October 12 || ** Practicum Visit ** ||
 * Monday October 17 || Chapter 9 Prezi and quiz Early Childhood Cognitive ||
 * Wednesday October 19 || Chapter 10 Prezi and quiz Early Childhood Social ||
 * Monday
 * Wednesday October 26 || Chapter 11 Prezi and quiz Middle Childhood Physical ||
 * Monday October 31 || Chapter 12 Prezi and quiz Middle Childhood Cognitive ||
 * Wednesday November 2 || ** Practicum Visit ** ||
 * Monday
 * Wednesday November 9 || ** Middle Childhood Assessment ** ||
 * Monday November 14 || Ethics DVD and discussion ||
 * Wednesday November 16 || Ethics Testing ||
 * Monday
 * Monday
 * Wednesday November 30 || Spiral back to Early Childhood ||
 * Monday
 * ** Thursday, December 08 ** || Final
 * 3-6 pm ** ||


 * 1) ** DESCRIPTION OF ASSIGNMENTS AND **
 * ASSESSMENTS **


 * Family and Community Service Projects Proposal ** **(10 points).** Must include researched –based support for an individual or group service project that addresses childhood poverty and the Family and Community Standards. A minimum of six practicum hours required per candidate. A contract for the final Family and Community Service Project report is required.


 * Practicum Visits – ** Must have professor approval. Six hours required. 2.5 points deducted for each hour missed.


 * Family and Community Service Project Report (40 points) ** . Based on approved Family and Community Service Projects Proposal.


 * Prezi Presentations and Quiz (50 points). ** Graded on a rubric (see below) that assesses creativity, content and presentation skills. Forty-Five minute Prezi Presentations begin at 3 pm. Quiz


 * Wild Card Prezi Submissions (2.5 points extra credit or minus 2.5 points). ** The instructor will randomly choose a candidate (s) to send his/her Prezi to him by 4:30 that day. The Prezi must be rated higher than 80% on creativity and content to receive extra credit. 2.5 Points will be deducted if Prezis fails to reach the 80% criteria.


 * Ethics Test (25 points) **


 * Chapter Examinations ** **(50 points each) 150 total**


 * Spiral Back Group Presentations (25). ** Teach the class and give a written recommendation for final examination questions that are aligned to standards.


 * Final ** **Examination (100 points)**


 * 1) ** RESOURCES (Professional organizations, associations, and website addresses) **


 * Annie E. Casey Foundation **
 * [] **


 * Kids Count Report **
 * [] **


 * US Census Quick facts **


 * [] **


 * USDA Economic Resources **

[]


 * Hunger statistics in US and GA. **

__[] __

[]
 * Feeding America **

Alabama Kids Count

[]

Georgia Kids Count http://www.gafcp.org/

Budget Calculator http://www.epi.org/content/budget_calculator

State Facts http://www.statehealthfacts.org/index.jsp

Measure of America

[]


 * Test Scores by GA County: **

http://www.doe.k12.ga.us/ReportingFW.aspx?PageReq=211&StateId=ALL&PID=61&PTID=67&CTID=215&T=0


 * Rubrics **

Oral Presentation Evaluation
= = =Name of speaker ___________________________ Date of presentation ________________=

Presentation # _____ Topic ___________________________________________________


 * PART I: THE SPEAKER ** (circle the appropriate number: 1 = poor; 5 = superior)

tone 2 4 6 8 10 monotonous/read script/memorized varied

articulation 2 4 6 8 10 uh, um, like, you know smooth

rate 2 4 6 8 10 too slow or too fast easy to follow

volume 2 4 6 8 10 too soft or too loud comfortable

clarity 2 4 6 8 10 muttered/mumbled clear

posture/gestures 2 4 6 8 10 poor/distracting natural

eye contact 2 4 6 8 10 poor effective

self-confidence 2 4 6 8 10 nervous poised


 * PART II: THE PRESENTATION ** (circle the appropriate number: 1 = poor; 5 = superior)

content—adequate depth; adequate length; addressed full assignment

2 4 6 8 10

organization of material—strong introduction; easy to follow; used transitions; solid conclusion

During Questions— propitious number of questions that spanned the range of bllom’s Taxonomy.

2 4 6 8 10

2 4 6 8 10 Prezi Creativity—original, used multiple techniques easy to understand, error free.

2 4 6 8 10

Put additional comments on reverse.


 * Speaker ** : ____ out of 90 points **Presentation**: ____ out of 30 points **Total**: ____ 110 points