Early Childhood Education. Early Education Practicum Manual ECED 460/465 Theory and Practice

Transcription

1 Vanguard University School of Education Early Childhood Education Early Education Practicum Manual ECED 460/465 Theory and Practice And whatever you do, do it heartily, as to the Lord and not to men, knowing that from the Lord you will receive the reward of the inheritance; for you serve the Lord Christ. (Colossians 3:23-24) Table of Contents Course Description and Learning Outcomes.3 Checklist for Getting Started..4 Student Teacher Responsibilities...5 Practicum Site Approval Form...6 Mentor Letter and Agreement of Expectations...7 1

2 Director Letter and Agreement of Expectations...9 Time Commitment and Time Card...11 Video Taping Instructions.12 Parent/Guardian Letter..13 Parent/Guardian Permission Slip..14 Student Information Sheet.15 Getting the Most Out of Your Practicum Experience Course Description Course Learning Outcomes This course is a supervised experience in working with young children in a classroom setting. The focus will be on the application of developmentally effective early childhood teaching theories, techniques, and skills. The emphasis will be on designing, implementing, and evaluating classroom experiences for young children. Observation and evaluation of classroom experiences, environmental design, classroom management, and parent communication will be emphasized to promote optimal development for young children. Biblical perspectives will be integrated throughout the course. The student will be evaluated by the mentor teacher in the classroom, as well as by the instructor and peers via video of the student in the classroom. This course will require 150 hours in an early childhood practicum site. The practicum site and mentor 2

3 teacher must be approved by the instructor at least 5 weeks prior to starting the practicum experience. This course is 16 weeks in length and is broken up into two parts, theory (A) and practice (B). Students will: apply developmentally effective early childhood teaching theories, techniques, and skills. (4b) design, implement, and evaluate classroom experiences for young children. (1b) articulate a Biblical perspective on teaching in the early education classroom. (4b) observe and evaluate classroom experiences. (3b) practice effective strategies for classroom management and environmental design. (5b) develop parent communication skills. (4a) Checklist for Getting Started The following items must be completed no later than one week prior to the start of the course. All students must register three weeks before the course begins and log into the class no later than two weeks before the class begins. Please check off each item as it is completed. Please submit the completed form in the assignment section of Moodle. I have read and understand my responsibilities as a student teacher. I have completed and submitted any forms required by my practicum site including but not limited to: a TB test, Finger Printing, and/or a background check prior to beginning my practicum assignment. I have found a teacher with a BA in Child Development/Education who is willing to be my mentor I have submitted and received approval of the practicum site form at least one week prior to the start of the practicum course and receive approval from my instructor at Vanguard. I have ed my mentor teacher the agreement of expectations for student teachers and mentors that is to be completed and ed by my mentor to my course instructor no later than one week prior to the start of the course. 3

4 I have ed the director of the school the agreement of expectations for student teachers and mentors that is to be completed and ed by the director to my course instructor no later than one week prior to the start of the course. I have read and understand the time commitment. Student Teacher Responsibilities Adapted from: Browne, K.W. and Gordon, A.M. (2009). To Teach Well: An Early Childhood Practicum Guide. Upper Saddle River, NJ: Pearson Education, Inc. Observe professional discretion and confidentiality with children, families, and staff. Arrive on time. Complete 15 hours of onsite participation each week over the course of 5 weeks. Complete and submit a time card at the end of each week. Give the mentor teacher a copy of the time card. Call early in the morning if sick. Be sure to reschedule the hours. Dress with a professional appearance. Remember, you are a role model to the children. Work with a positive attitude, enthusiasm, and appropriate sense of humor. Stay calm in tense situations. Practice good health, hygiene, and safety standards. Show flexibility with tasks and schedules. Listen and be responsive to children. Get down on the child s level to interact and converse. Use appropriate language and avoid using baby talk. Move toward children to talk rather than calling from a distance. Model appropriate behavior for children. Treat children of all races, religions, family backgrounds, and cultures with equal respect and consideration. Be aware of the entire group even when dealing with one child or a small group. Anticipate and modify situations to avoid negative behavior. Help children deal with negative feelings by giving comfort, identifying and validating their feelings, and helping them use words. Frame statements to children in a positive way, avoiding the overuse of negative words (don t, stop that, that s not nice) or threats. Encourage problem solving by the children themselves Foster self-help skills and independence. Ask open-ended questions and speak individually to children. Create an inviting learning environment. Permit children to use materials in a variety of ways. Avoid teacher made projects or examples when possible. 4

5 Plan activities that are appropriate to the child s stage of development. Submit all course work as outlined in the syllabus on time. Be ready to implement the program curriculum in addition to the course assignments. Help children with transitions. Make use of spontaneous happenings to help children s learning. Understand the program philosophies and goals. Understand classroom responsibilities and assume a fair share of the work. Offer ideas and materials. Be aware of where materials are at the site. Interact with children and focus on their needs rather than interacting with other adults. Communicate directly if a concern arises. Don t hesitate to ask questions. Remember you are learning. Practicum Site Approval Form The student is responsible for finding their own practicum teaching site. This site can be the students current place of employment as long as the site is approved by the course instructor. If the student is not currently working in a preschool they must find an appropriate site that will allow them to volunteer. Student teaching sites can be public school preschools, Head Start programs, and early childhood programs operated by faithbased organizations and nonprofit/for profit early childhood programs. This form must be completed, submitted, and approved no later than one week prior to the start of the course. This form should be submitted to the assignment section in Moodle. Please put a check in each area that applies to the student teaching site. If you need help filling out this form please ask the site director. Student Name Date Name and Address of site Phone Number of site Director s Name Mentor Teacher s Name There is a teacher at this site with a B.A., AA plus 10 yrs experience or additional higher education units in Early Childhood Education who is willing to be my mentor teacher. The mentor teacher and director are willing to help foster skills of a practicum student teacher who is training to be a professional in the field of early childhood education. 5

6 This site serves a variety of ages of children. This site serves children with and without disabilities. This site serves children with diverse backgrounds. A majority of the children at this site have been in attendance for six months or longer. This site utilizes interest centers and developmentally appropriate practices. This site is in agreement with allowing the student teacher to videotape lesson plans after receiving permission from the parents. Mentor Letter and Agreement of Expectations Thank You for accepting a Vanguard University Early Childhood Education student into your classroom! We value your expertise as we join together to create the very best learning environment for the Early Childhood Education practicum student. The practicum student is enrolled in a practicum course at Vanguard University that requires them to complete 150 hours of classroom participation. Over the course of eight weeks the student should participate in class hours per week. In addition to class participation the student will need to complete a number of assignments to demonstrate their professionalism in the field of Early Education. This agreement affirms that the guidelines and directions for the Early Childhood Education practicum student assignment have been discussed and agreed upon by the early education practicum student and the mentor teacher. Check each item as you review it. Please scan and the completed form to your instructor. 1. Time Commitment The student teacher will participate in hours of class time per week over the course of 8 weeks for a total of 150 hours. The student teacher should provide the mentor with a completed time sheet at the end of each week to be kept on file. The time sheet will be used when filling out the overall evaluations. 2. Responsibilities What specifically would you like the student teacher to be responsible for? This may include, but is not limited to, conducting circle time, helping children with creative arts, watching children in centers, watching children outside, helping set up snack, lunch, or nap mats, creating bulletin boards, etc.. 3. Observation The student teacher will complete a course observation assignment which requires them to observe a different child each week in a specific developmental area for the first four weeks. Week One: Physical Motor (gross or fine) Week Two: Cognitive/Language Week Three: Social/Emotional 6

7 Week Four: Creative 4. Lesson Plans The student teacher will submit four lesson plans based on the observations that are to be implemented the following week after the observation 5. Lesson Plan Evaluations The mentor teacher is willing to fill out and discuss the lesson plan evaluation form provided by the early education student teacher following each lesson plan implementation. The student teacher should the evaluation form to the mentor teacher. The mentor teacher should then fill out the form in electronic format and provide one copy to the student teacher and the course instructor. 6. Course Assignments In addition to observations and lesson plans the student teacher is responsible for completing an assignments on guidance, environment, and family involvement. 7. Video Taping The student teacher is responsible for video two lessons and will submit them all during the course for the instructor s viewing. Permission slips should be sent out to parents by the student teacher the first week of class. These permission slips should be returned by Friday of the first week. 8. Communication Procedures Schedule a time for the student teacher and master teacher have time to sit and talk about lesson plan evaluations, overall evaluations, and any other feedback the mentor would like to provide 9. Classroom Etiquette A. Review the school procedures for teacher arrival and departure. B. Discuss the professional dress code. C. Discuss privacy and security concerns regarding students and faculty. 10. Classroom Management A. Rules and procedures followed in the classroom B. Classroom routines and schedules 11. Positive and Negative Reinforcement System Policies for affirming and discouraging students actions and attitudes in the classroom should be with the guidance and direction of the mentor teacher and consistent with set classroom procedures and expectations 12. Overall Evaluation The mentor teacher is willing to fill out and discuss the overall evaluation form provided by the student teacher. The student teacher should the evaluation form to the mentor teacher. The mentor teacher should then complete the form in and provide one copy to the student who will submit to the course instructor. 7

8 We have discussed and agreed upon the expectations for the early education student teaching assignment. Mentor Teacher Signature Student Teacher Signature Date Please return this before beginning the Practicum B-Practice course. Thank you. Director Letter and Agreement of Expectations Thank You for accepting a Vanguard University Early Childhood Education student at your school! We value your expertise as we join together to create the very best learning environment for your student teacher. Your student teacher is enrolled in a practicum course at Vanguard University that requires them to complete 150 hours of classroom participation. Over the course of five weeks the student teacher should participate in class hours per week. In addition to class participation the student teacher will need to complete a number of assignments to demonstrate their professionalism in the field of Early Education. This agreement affirms that the director of the school approves the guidelines and direction for the Early Childhood Education student teaching assignment that has been discussed and agreed upon by the early education student teacher and the mentor teacher. Check each item as you review it. Give form to student. Student will scan and submit the completed form to your instructor. 1. Time Commitment The student teacher will participate in hours of class time per week over the course of 8 weeks for a total of 150 hours. The student teacher should provide the mentor with a completed time sheet at the end of each week to be kept on file. The time sheet will be used when filling out the overall evaluations. 2. Responsibilities What specifically would you like the student teacher to be responsible for? This may include, but is not limited to, conducting circle time, helping children with creative arts, watching children in centers, watching children outside, helping set up snack, lunch, or nap mats, creating bulletin boards, etc.. 3. Observation The student teacher will complete a course observation assignment which requires them to observe a different child each week in a specific developmental area for the first four weeks. Week One: Physical Motor (gross or fine) Week Two: Cognitive/Language Week Three: Social/Emotional Week Four: Creative 4. Lesson Plans The student teacher will write four lesson plans based on the observations that are to be implemented the following week. 8

9 5. Lesson Plan Evaluations The mentor teacher is willing to fill out and discuss the lesson plan evaluation form provided by the early education student teacher following each lesson plan implementation. The student teacher should the evaluation form to the mentor teacher. The mentor teacher should then fill out the form and provide one copy to the student. The student will submit to the course instructor. 6. Course Assignments In addition to observations and lesson plans the student teacher is responsible for completing an assignment on guidance, environment, and family involvement. 7. Video Taping The student teacher is responsible for videotaping 2 lessons and will submit to for the instructor s viewing. Permission slips should be sent out to parents by the student teacher the first week of class. These permission slips should be returned by Friday of the first week. The video taping should focus on your teaching. 8. Communication Procedures When will the student teacher and master teacher have time to sit and talk about lesson plan evaluations, overall evaluations, and any other feedback the mentor would like to provide? 9. Classroom Etiquette D. Review the school procedures for teacher arrival and departure. E. Discuss the professional dress code. F. Discuss privacy and security concerns regarding students and faculty. 10. Classroom Management C. What are the rules and procedures followed in the classroom? D. What are the classroom routines and schedules? 11. Positive and Negative Reinforcement System What are the policies for affirming and discouraging students actions and attitudes in the classroom? 12. Overall Evaluation The mentor teacher is willing to fill out and discuss the overall evaluation form provided by the student teacher. The student teacher should the evaluation form to the mentor teacher. The mentor teacher should then complete the form and provide one copy to the student. The student will then submit a copy to course instructor. The director of the school approves the agreed upon expectations between the early education student teacher and mentor teacher. 9

10 Director s Signature Date Time Commitment Students must arrange and complete hours per week for a total of 150 hours over the course of 8 weeks at a practicum site. In addition students will be required to complete course assignments at and away from the practicum site. Absences must be made up in a timely manner. Time Sheet This time sheet is to be completed and submitted every week in the assignment section. A copy of a completed time sheet is to be given to the mentor teacher each week. The mentor will be asked about attendance and punctuality on the overall evaluation. This will help determine the course grade. A new time sheet should be completed for each week. Student Name Name of student teaching site Total Hours Worked Hours Worked (time in-time out) = total hours Week of: Monday Tuesday Wednesday Thursday Friday Total 10

11 Video Taping Lessons All four lessons as specified in the syllabus must be video taped. Please see the video taping rubric for specific details. You will video tape two lessons. In order to video tape children, permission from parents must be obtained. Please print copies of the following permission slip then send it home with the students on the first day of your student teaching assignment. Permission forms must be returned to you by the first Friday of this course. You must obtain the signature of the Director of the site where you will be completing your practicum on the parent permission slip before you make copies. 11

12 Dear Parent/Guardian: I am enrolled in an Early Childhood Education teacher preparation course at Vanguard University and am required to participate in a fieldwork experience in your son/daughter s classroom. One of the primary purposes of this requirement is to improve student learning and encourage excellence in teaching. This assessment requires: samples of student work as evidence of the quality of my teaching practice. These student work samples may include some of your child s work minute video of lessons taught in your child s class to be submitted to the professor of my teacher preparation program, Vanguard University Early Childhood Education Program Although the videos will show both the teacher and various students, the primary focus is on the teacher s instruction, not on the students in the class. In the course of taping, your child may appear on the video. No students names will appear on any materials that are submitted. All materials will be kept confidential. If you consent to your son/daughter working with me as I complete this fieldwork please carefully read, then complete and return the attached Early Education Practicum Permission Form to document your permission for these activities. The permission slip must be returned by Friday. Sincerely, (ECED 460 Advanced Early Education Practicum Student s Signature) (Pre-school/School Director Signature) Vanguard University 55 Fair Drive Costa Mesa, CA (fax) 12

13 AUTHORIZATION Student Name: School/Teacher: I am the parent/legal guardian of the child named above. I have received and read your letter regarding the ECED 460 Advanced Early Education Practicum student fieldwork requirements, and agree to the following: (Please check the appropriate box below.) I DO give permission to you to include my child s image on video as he or she participates in a class conducted at (Name of School) by (Teacher-Candidate s Name) and/or to reproduce materials that my child may produce as part of classroom activities. I understand that no first or last names will appear on any materials submitted by the teacher-candidate to her/his teacher preparation program. I DO NOT give permission to you to include my child s image on video as he or she participates in a class conducted at (Name of School) by (Teacher-Candidate s Name); however, I do give permission to reproduce materials that my child may produce as part of classroom activities. I understand that no first or last names will appear on any materials submitted by the teacher-candidate to her/his teacher preparation program. I DO NOT give permission to video record my child or to reproduce materials that my child may produce as part of classroom activities. Signature of Parent or Guardian: Date: Vanguard University 55 Fair Drive Costa Mesa, CA (fax) 13

14 Student Information Sheet If you are not currently employed by the site where you will be doing your student teaching it would be good to complete this form to provide information about you to the director of the school. Name Address City, State, Zip Code Phone Worksite Address City, State, Zip Code Phone Supervisor Teaching Hours Have you worked with children before? Yes No Describe: What other courses have you taken? (If yes where and when?) Is there anything special about you that you d like me to know? 14

15 In case of emergency please contact Phone Relationship Medical Insurance Plan Number Physicians Name and Address Most Recent TB test Results Date (Give documentation to supervisor) Do you have any medical conditions that we need to be aware of while you are in our facility? Yes No Do you take medication? If yes, what? 15

16 Getting the Most Out of Your Practicum Experiences Adapted from (Machado, J. and Botnarescue, H. (2008). Student teaching: Early childhood practicum guide. (6 th ed.) Belmont, CA: Delmar, Cengage Learning. 1. Examine your attitude and decide you are going to expend every effort to learn new skills. Risk trying new ways and making mistakes. Communicate your desire to be given added and more challenging responsibilities. Welcome and encourage feedback from those supervising you. 2. When in doubt ask questions. 3. Being professional involves a timely arrival and telephone calls when you need to be late or absent. Your dress, personal appearance and manner represent your professional image. 4. Make decisions using your best judgment. Seek clarification if you are uncertain of rules or expectations. 5. Realize the mentor teachers first priority is the needs, safety and welfare of children. You are an added responsibility. Be aware that there are times when the mentor teacher cannot focus on your concerns. 6. See what needs to be done and do it without waiting for directions. Observe and study the children, program, and environment. Familiarize yourself with all aspects of the situation. Know where equipment and materials are stored. Be alert to daily schedules and routines. 7. See yourself as a needed assistant being increasingly responsible and alert to where you are most needed. 8. Be friendly, learn names, and fit into classroom life quickly by being helpful and sensitive to school staff members. 9. Watch teacher skills, techniques, and behaviors with children and parents. Try to identify the goals of instruction behind works and actions. 10. Avoid socializing with adults during work periods and instead be watchful, observant, and ready to learn from children and classroom situations. Scan the area; develop eyes in the back of your head. When sitting, choose positions that allow the best classroom views. 11. Remain nonjudgmental when site politics are present. Try to inwardly evaluate staff conflicts. Avoid taking sides. 12. When viewing new techniques or methods, remain open-minded and reflective. 13. Receive input from the mentor teacher, classmates, and course instructor with the belief that both compliments and suggestions for growth will enable you to become a more skilled and valuable early childhood educator. 16

17 Mentor Evaluation of Lessons Mentors please complete this lesson plan evaluation following each of the 2 video- taped lessons. Students please submit this to the course instructor. Mentors please also review your comments on this form with the student teacher. Student Name Mentor Name Name of Lesson Area of Development Effort will be evaluated as follows: 4= Excellent 3= Good 2 = Satisfactory 1= Needs Improvement. Preparedness/cleanup Score: The activity was prepared prior to arriving in class The activity was attractively prepared The activity was cleaned up Developmentally Appropriate Score: The activity was age appropriate The activity was attractive to both boys and girls The activity met the interests and needs of children in the class Modifications were included for students with learning or physical challenges Quality of Activity Score: The activity was enthusiastically presented The verbal cues were well planned and executed The student teacher was aware of each child in the group and acknowledged each child s involvement The student teachers voice was appropriate for inside/outside and spoke at the children s eye level Response of the Children Score: All of the children in class were offered an opportunity to participate in the activity Most of the children appeared to be interested in participating Participating children appeared enthusiastic and interested The children seemed to enjoy the experience Achievement of Objectives Score: The objectives in the lesson plan were met The verbal cues in the lesson plan supported the objectives 17

18 Please briefly describe what you observed: Final Mentor Evaluation of Student Teaching (6c) Adapted from: Browne, K.W. & Gordon, A.M. (2009). To teach well: An early childhood practicum guide. Upper Saddle River, NJ: Pearson Education, Inc. Please complete this form following the conclusion of the 8-week student teaching experience. And give it to the practicum student. Students will submit a copy to the course instructor. Please also verbally review this form with the student teacher. This form will be used to help determine their onsite participation points. Your evaluation as a professional educator severs as a valuable part of the practicum student s professional strengths and areas of growth. Your participation is appreciated. Thank you. Please use the following rating scale to respond to each question: A= Always S= Sometimes R= Rarely Personal Qualities The student teacher submitted a completed time card documenting hours of onsite participation each week for 8 weeks totaling 150 hours. The student teacher arrives on time. The student teacher has a professional appearance. The student teacher works with a positive attitude, enthusiasm, and appropriate sense of humor. The student teacher can stay calm in a tense situation. The student teacher is always alert to health and safety issues. The student teacher shows flexibility with tasks and schedules. Relationship to Children The student teacher listens and is responsive to children. The student teacher s interactions are respectful and warm. The student teacher gets down on the child s level to interact and converse. The student teacher uses an appropriate voice tone and avoids using baby talk. The student teacher moves toward children to talk rather than calling from a distance. The student teacher models appropriate behavior for children. The student teacher treats children of all races, religions, family backgrounds, and cultures with equal respect and consideration. The student teacher is aware of the entire group even when dealing with one child or a small group. The student teacher anticipates and modifies situations to avoid negative behavior. The student teacher helps children deal with negative emotions by giving comfort, identifying and validating their feelings, and helping them use words. 18

19 The student teacher frames statements to children in a positive way, avoiding overuse of negative words (don t, stop that, that s not nice etc.) or threats. The student teacher encourages problem solving by describing the situation so that children can evaluate the problem rather than imposing their solutions. The student teacher fosters self-help skills and independence. The student teacher asks open-ended questions and speaks individually to children. Program Development The student teacher helps create an inviting learning environment in the classroom. The student teacher permits children to use materials in a variety of ways. The student teacher plans activities that are appropriate to a child s stage of development. The student teacher is available to implement the programs curriculum, and is prepared to teach four of their own lessons in the areas of social/emotional, cognitive/language, physical, and creative development. The student teacher records observations of children in order to plan activities that relate to their individual needs and interests. The student teacher assists in helping children with transitions. The student teacher makes use of spontaneous happenings to help children s learning. Team Work The student teacher is friendly and respectful with others. The student teacher understands the program philosophies and goals. The student teacher understands classroom responsibilities and assumes a fair share of the work. The student teacher offers their ideas and materials. The student teacher interacts with children and focuses on their needs instead of engaging in unnecessary conversation with adults. The student teacher avoids discussing children in front of them at all times. The student teacher communicates directly if a concern arises. The student teacher seeks to build positive relationships with parents. The student teacher is aware of ways to promote parent involvement. Please feel free to provide additional comments: 19

20 Lesson Plan Self Evaluation This form is to be completed after each video- taped lesson plan. Name Date Name of Lesson 1. What worked well? 2. What did not work well? 3. What was the level and interest of the children? 4. How did the focus child perform? 5. What modifications would you make? Why? 6. What did you learn by doing this lesson? 20

21 Video Tape Instructions (3b) Two lessons implemented at the student teaching site must be videotaped. Each video should be between 5-10 minutes, not exceeding 10 minutes. The videos will be submitted to as a course assignment. Please specify in the title which lesson you are presenting. The video must include the following: Five to ten minutes in length Shows an attractive set up of the lesson Only students who have signed permissions slips on file Shows a developmentally appropriate lesson including: Age appropriate Both boys and girls participating in the lesson Shows the response of the children including: The children being offered to participate in the lesson Participating children appearing enthusiastic and interested The quality of the presentation including: o The student teacher enthusiastically presenting the lesson o Appropriate verbal cues for the lesson o The student teacher is aware of each child in the group and acknowledges each child s involvement o The student teachers voice is appropriate for inside/outside and speaks to the children at eye level Shows the objectives being met 21