Piedmont College

                                                              School of Education

                                           Spring, 2004

 

I.                   COURSE:

Title:                 Graduate Early Childhood Orientation

Number:            EDEC 599

 

II.                INSTRUCTOR:

Name:              Syllabus Manager, Dr. Barbara E. Benson

Office:              2nd floor, Room 204, Hancock Annex (located at 345 W. Hancock Avenue)

Phone:              706-548-4015 (office);

E-mail:             bbenson@piedmont.edu

Fax:                  706-548-8871

Office Hours:    Mondays, 4-5pm., Tuesdays & Wednesdays, 3:00-5:00 p.m.; Before and after class and by appointment

Please feel free to contact me at my office, at home, or by e-mail if I can be of

assistance.

 

III.             TIME AND PLACE

Day:                 Alternate Wednesdays

Time:                5:00 p.m.- 8:00 p.m.

Class Location: Room ?, Piedmont College Athens Center

 

IV.              TEXT AND SUPPLEMENTARY READINGS:

 

Danielson, C. (1996).  Enhancing professional practice: A framework for teaching.          

 

Alexandria, VA: Association for Supervision and Curriculum Development.

 

Publication manual of the American Psychological Association (5th ed.) (1994).

 

              Washington, DC: American Psychological Association.

 

Price, K.M., & Nelson, K. (1999).  Daily planning for today’s classroom: A guide for

 

writing lesson and activity plans.  Belmont, CA: Wadsworth Publishing Co.

 

V.                  SCHOOL OF EDUCATION MISSION:

Piedmont College Mission:

Inspired by the liberal arts tradition and a historical association with the Congregational Christian Churches, Piedmont College cultivates a diverse, challenging and caring intellectual environment to encourage academic success and spiritual development. 

To accomplish this mission, the college offers a number of major fields of study that are informed by the liberal arts, including specialized professional programs and selected graduate programs.  Instructional opportunities are also provided at distant locations to meet student needs.

 

The School of Education Mission:

The theme of the School of Education is “Preparing Proactive Educators to Improve the Lives of Children”.  Reinforcing the mission of Piedmont College, the School of Education strives to prepare reflective, scholarly, proactive  educators.  These practitioners effectively educate their own students to become knowledgeable, inquisitive, and collaborative learners in diverse, democratic learning communities. 

Specific ideals under-gird our conceptual framework.  We advocate the democratic ideals of: equal rights and opportunities; individual freedom and responsibility; responsibility for the greater good; respect for diversity; openness to possibilities; and open, informed discourse. 

We endorse the following processes as a means of striving for our democratic ideals: engaging in participatory decision-making; collaborating in teaching and learning; collecting information from all constituencies; examining options and projecting consequences; nurturing open discourse; providing for field experiences; assessing processes as well as products; modeling democratic ideals in the classroom; forming communities of learners; and constantly revising the curriculum to reflect new insights and understandings.  Further, we endorse the development of a sense of personal integrity and of strong habits of mind (eg reflectiveness, persistence, clarity, accuracy, and responsiveness to feedback).

 

Graduate MA and MAT Program Goals:

The goal of the Master of Arts (MA) and Master of Arts in Teaching (MAT) programs at Piedmont College is to provide the graduate candidate knowledge in the social and educational development of students.  Through an individualized program of study based on the candidate’s undergraduate program, experience, and professional goals, the programs seek to:

1.   provide the candidate  with the ability to communicate and teach effectively using an interdisciplinary knowledge base and understanding of multidimensional classrooms;

2.   use and facilitate critical thinking skills;

3.      enhance candidates’ content knowledge, integrating it with instructional technology;

4.      enable candidates to interpret and assess educational research, and conduct their own classroom-based research; and to

5.      provide experiences that enable candidates to assume roles as scholarly practitioners and develop their skills and abilities as professional teachers.

 

            MAT Program Goals

Through an individualized program of study based on the candidate’s undergraduate program, experience, and professional goals, the program seeks to;  1.  build the candidate’s knowledge based and understanding of P-5 students’ characteristics, knowledge, skills, experience, interests, approaches to learning, special needs, and cultural heritage;

2.      prepare candidates who have knowledge and understanding about multicultural and global issues and perspectives as well as to plan and implement instruction based on these perspectives;

3.      build the candidate’s knowledge and understanding of content, pedagogy, record keeping and wide a variety of diagnostic and assessment techniques and strategies;

4.      develop the candidate’s understanding and use of educational technology including the use of computer and other technologies in instruction, assessment, and productivity;

5.      build candidates’ ability to create classroom environments that include: respect, rapport, a culture for learning ,effective management of classroom procedures, appropriate management of student behavior, and efficient organization of physical space;

6.      inform candidates of resources available for teachers and students to support and enhance student learning;

7.      develop the candidates’ repertoire of strategies for effective teaching;

8.      enable candidates to plan and implement instruction based on acquired knowledge of subject matter, students, and the community;

9.       provide candidates with concrete field experiences across grades P-5 that help them link theory and practice though observation and participation;

10.  develop the candidate’s understanding and use of effective interactions with parents, or guardians for supporting students’ learning and well-being;

11.  develop the candidate’s ability to use research, research methods, and knowledge about issues and trends to conduct research on an educational topic of interest;

12.  help candidates grow and develop professionally toward becoming proactive, scholarly, reflective practitioners, and lifelong learners who improve the lives of children.

            MA Program Goals

Through an individualized program of study based on the candidate’s undergraduate program, experience, and professional goals, the program seeks to;  1.   enable candidates to critique their planning and teaching strategies so they can more effectively plan instruction based on extended knowledge of subject matter, students, and the community;

2.      broaden the candidates’ knowledge of developmentally appropriate content and resources needed for teaching and interacting with their students;

3.      expand the candidate’s repertoire of strategies for effective teaching and communication with parents;

4.      expand the candidate’s knowledge and understanding about multicultural and global issues and perspectives as well as to plan and implement instruction based on these perspectives;

5.      expand the candidate’s understanding and use of educational technology including the use of computer and other technologies in instruction, assessment, and productivity;

6.      diversify field experiences for candidates to strengthen their understanding of the link between theory and practice;

7.      develop the candidate’s ability to use research, research methods, and knowledge about issues and trends to improve practice in schools and classrooms;

8.      develop the candidates’ ability to assume roles as leaders and mentors in the profession;

9.      establish procedures that candidates can use to continually keep up-to-date on changes in the field plan;

10.   help candidates become more independent in their professional development as scholarly, reflective practitioners, and lifelong learners who improve the lives of children; and

11.  encourage candidate’s involvement in professional activities and endeavors; encourage candidates to present at local, state, and national conferences.

 

VI.              COURSE DESCRIPTION:

This course provides an overview of the early childhood graduate program for students entering Piedmont College.  The purpose of the course is to strengthen communication and consistency across the program by preparing students to conceptualize their entire program of study early on and continue to build on themes across the graduate experience.  Students will explore policies and procedures of the College and School Education related to their program of study.  Issues and concerns will be discussed about APA writing guidelines, admission to teacher education, teacher certification, field experiences, requirements of graduation, student teaching and internships, advisement issues, professional development, programmatic themes, resources and services of the college, and library facilities.

                                                                       

VII.           SCHOOL OF EDUCATION OUTCOMES ADDRESSED IN THIS CLASS:

Core Candidate Learning Outcomes (CCLO’s):  The following outcomes, adapted from the 1994 INTASC standards (Interstate New Teacher Assessment and Support Consortium), and those noted in the next section are addressed in this course.

 

1.         Learning Environment: The proactive teacher uses an understanding of individual and group motivation to create a caring, democratic learning environment that encourages positive social interaction, active engagement in learning, self regulation, and collaboration.

The proactive teacher fosters the ideals of a democratic classroom by treating students fairly and justly, providing intellectual challenge, and supporting students as they pursue knowledge and understanding. (CO: 6) 

 

2.     Subject Matter. The scholarly teacher understands and can model the central concepts, tools of inquiry, national standards, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. (CO: 4, 6) 

 

3.     Student Learning: The reflective teacher understands how students develop and learn and provides well-managed learning opportunities that support students' intellectual, social, and personal growth.  The teacher documents student achievements and contributes to systems of accountability designed to improve schooling. (CO: 1, 4, 6)

 

4.     Diversity. By understanding that all learners are the products of their innate abilities, preferred learning styles, and cultural experiences, the democratic teacher modifies instruction and assessments to meet diverse needs of all students. (CO: 1, 6)

 

5.     Instructional Strategies:  The proactive teacher understands and uses a variety of instructional strategies to encourage the development of all students' creative talents, critical thinking, problem solving, and performance skills. (CO: 4, 6)

 

6.      Assessment Strategies: The scholarly, reflective, proactive teacher designs a

variety of assessments, including alternative assessment strategies, which (a) assess the acquisition of knowledge, skills and dispositions expected in the subject, (b) offset the negative effects of high-stakes testing, and (c) encourage the continual intellectual, social, and personal growth of all students to become knowledgeable, inquisitive learners. (CO: 4, 6, 8)

 

7.     Communication and Technology:  The proactive teacher uses knowledge of effective verbal, non­verbal, and media communication techniques and technologies to foster active inquiry, collaboration, and supportive interaction in the classroom. (CO: 1, 2, 4, 5, 6-8) 

 

8.     Planning Instruction: The scholarly, reflective, proactive teacher plans and manages instruction based upon knowledge of content, pedagogy, students, the community, and curriculum goals. (CO: 3, 4, 6)

 

9.     Reflection and Professional Development:  The scholarly teacher is a reflective practitioner who continually evaluates the effects of her/his choices and actions upon others, institutes research aimed at improving instruction, attends to the development of policies affecting education at the state and national levels, and proactively seeks opportunities for the continual development of a personal pedagogy. (CO: 1, 6, 7, 8)

 

10.  Collaboration and Relationships:  The scholarly, reflective, proactive teacher

communicates and collaborates with other educators, parents/families, agencies, and the community through democratic processes to support student learning and well being. (CO: 5, 6, 7)

 

Early Childhood Graduate Candidate Learning Outcomes:

11.            Constructivist Practices: The proactive, scholarly, and reflective teacher models and provides opportunities for constructivist practices. (CO: 4)

 

12.       Informed Teachers: The proactive, scholarly, and reflective teacher is an informed professional. (CO: 1-9)

 

13.            Scholarly Work: The proactive, reflective teacher actively engages in scholarly work. (CO: 2, 6, 8, 9)

 

14.              Action Research: The proactive, scholarly, and reflective teacher participates in action research.  (CO: 6)

 

VIII.        COURSE OUTCOMES (CO’):

Upon successful completion of this course, the students will be able to:

1.   Articulate the conceptual framework of Piedmont College, the School of Education, and the Graduate Program. (CCLO:  9)

2.      Implement APA style writing throughout their studies.  (CCLO:  2)

3.      Develop lessons using the Piedmont College lesson plan format.  (SLO: 8) 

4.      Explore a variety of approaches to lesson planning.  (CCLO: 9)

5.      Identify the requirements of each track (initial, advanced, adding a new field).  (CCLO:  3, 7, 9)

6.      Reflect on themes, trends, issues, insights, problems, etc. imbedded in course work in order to prepare for the exit exhibition and continued professional development.  (CCLO: 3, 7, 9)

7.      Articulate policies and procedures of the college related to their program of study.  (CCLO:  7)

8.      Utilize available library resources.  (CCLO:  2)

9.      Access professional resources including journals, organizations, conferences, workshops, etc.  (CCLO:  9, 10)

 

 

IX.              COURSE POLICIES AND PROCEDURES:

a.      Class Attendance & Participation:

            Attendance/ Participation:

            Attendance, timeliness, and participation are required and part of your grade. 

Only those absences due to emergencies will be excused. Because we only meet for four meetings in the first eight weeks of the semester, it is critical that you attend all four class meetings.  If you are not able to attend a class, the instructor and the student will develop an alternative assignment to make-up the missed class.  Any student who misses more than one class will be asked to drop the course or will receive an F at the end of the semester.  Please contact the instructor prior to absence when possible.  Active participation means that every student prepares for class by reading the text and/or other assigned readings and that each student actively participates in discussions and activities conducted during class.

 

INCOMPLETES

A candidate may receive an incomplete (I) for reasons such as illness or other extenuating circumstances upon approval of the course instructor and the dean.  An incomplete is not granted just to extend time to complete work that should have been done in a timely manner. (See page 57 of the 2002-2003 Piedmont College catalog for additional information regarding an incomplete.)

If the candidate’s illness is extended, causing more than two class absences, the candidate may need to request in writing a medical withdrawal.  If the Registrar approves the request, a candidate may receive a “W” for the course.

 

b.      Academic Honesty

Written Work:  Use APA style (5th edition).  All papers for the course are to be typed using size 12 print.  Papers should be double-spaced, error free, and grammatically correct including punctuation, spelling, and capitalization.  Please include cover sheets with your name, course number, assignment, and date typed on the front. 

Academic Integrity:

                              By accepting admission to Piedmont College, each student makes a

                  commitment to understand, support, and abide by the "Academic Integrity

      Policy" without compromise or exception. This class will be conducted in

      strict observance of the policy. Following are the requirements of the

      Academic Integrity Policy currently in force:

      Academic integrity is an ethical issue of great importance to Piedmont 

      College and society at large.  The values of integrity and honesty are

      Important to justify serious efforts to enforce them.  To protect the integrity             

      of the grading system and to affirm the importance of  honesty and

      accountability in the academic community, the College imposes strict        

      penalties for academic dishonesty.

Academic dishonesty is defined as follows:

1.      Cheating:  Intentionally using or attempting to use unauthorized materials, information  or  study aids in any academic exercise.           

2.      Fabrication:  Intentional falsification or unauthorized invention of any information or citation in an academic exercise.

3.      Facilitating academic dishonesty:  Intentionally or knowingly helping or attempting to help another to commit an act of academic dishonesty.

4.      Plagiarism:  Intentionally or knowingly representing the words or ideas of another as one’s own in any academic exercise.

A student found responsible for any act of academic dishonesty, including a first offense, will be subject to dismissal from the College unless specific and significant mitigating factors are present…(please review the Student Handbook for remainder of policy.)

All work submitted must be your original work created in and for this course. It should be properly referenced using APA (including information from the internet).  Double dipping (to be explained in class) is not permitted.

 

c.      Special Considerations:

Students with any special needs (disabilities, problems, or any other factors that may affect their performance or that require special instructional strategies) should make these special needs known to the instructor during the first class session.

 

X.            COURSE OUTLINE AND STUDENT EXPECTATIONS:

a. Schedule and Topic Outline

 

Date                             Topics and Assignments

First class:            Syllabus overview, APA guidelines, conceptual framework and mission, graduate tracks, library procedures, resources and services of the College, Piedmont College video

                                    DUE: APA writing assignment

Second class:            Advisement issues, field experiences, student teaching and internships, Praxis 1 and 2 information, admission to teacher education

                                    DUE:  Reading of Graduate student handbook;

                                    Reading of Enhancing professional practice: A framework for teaching (pages 1-28)         

Third class:            Exploring professional resources, reflection about programmatic themes and capstone process, guest speaker to talk about the capstone experience, lesson planning

                                    DUE:  Reading of Enhancing professional practice: A framework for teaching (pages 29- 128); Reading of Daily planning for today’s classroom (chapters 107)            

Last class:            Course evaluations, graduation and additional policies and paradigm video            

DUE: Advising notebooks, Master Teacher discussions, and Capstone critiques

 

b.  Description of Assignments

 1. Develop characteristics of a master teacher using the conceptual framework for teaching in the book Enhancing professional practice and drawing from personal experiences.  Be sure to cover the four domains listed in the book: Planning and preparation; the classroom environment; instruction; and professional responsibilities. At our last meeting, we will share characteristics of a master teacher with the class; be prepared to share discuss these characteristics in small groups.  This does no have to be written.  DUE:

 

2.  Students will apply APA guidelines in a written document (completed during the first class meeting).  DUE:

3.       Students will develop, maintain, and turn in an advising notebook related

to their program of study.  The notebook will contain advising information such as projected dates of hoops and hurdles; a program advisement sheet; a transcript analysis for initial and adding a new field candidates to be obtained from your academic advisor; a sketch of one’s anticipated program of study (will complete this in class); additional program documents such as field experience forms and application forms you will need to complete with one’s advisor; and anything else that would be helpful to have when one meets for advising sessions with advisors.  Information you include will vary depending on whether you are an initial, adding a new field, or advanced certification student.  DUE:

4.      Students will check out an early childhood Capstone Exhibition video from

the resource room on the 2nd floor, watch the video at home or at Piedmont, and be prepared to discuss what the overarching theme of the exhibition is; a description of what was presented in the Capstone Exhibition; and what you liked and/or disliked about the Exhibition.  This does not have to be written.  Due:

 

c. Evaluation criteria

Grades will be assigned as pass or fail. Completion of the four assignments, successful attendance, and completion of readings will result in a passing grade.

 

d. Instructional Methods

Individual and small group conferences, readings, writings, discussions, videos, and guest speakers

 

e.      Field Experiences

No field experiences are required for this course.

 

XI.            RESOURCES

a. Websites

Piedmont College’s webpage:  www.piedmont.edu 

·        Library            http://www.piedmont.edu/library/homepage.html

·        Galileo            http://www.galileo.peachnet.edu/Homepage.cgi

·        Bookstore            http://www.piedmont.bkstr.com/

Georgia Professional Standards Commission:  www.gapsc.com

Educational Testing Services/Praxis:  www.ets.org/praxis

Georgia Department of Education            http://www.doe.k12.ga.us/

·        QCC  http://www.glc.k12.ga.us/

·        Public Schools Report Card http://168.31.216.185/

US Department of Education            http://www.ed.gov/

Georgia Association of Educators            http://www.gae.org/

Education World                          http://www.education-world.com/

Internet Public Library             http://www.ipl.org/

Education Website Clearinghouse            http://library.ucf.edu/internet/Education/webed.htm

APA sites: - http://www.uwsp.edu/acad/psych/apa4b.htm & http://rigel.pepperdine.edu/resources/guides/APAPub.html

Ask Eric: - http://www.askeric.org

 

b. Praxis Information

All students seeking initial certification in the state of Georgia must pass Praxis 1 in order to be admitted to student teaching.  Students may exempt this requirement by providing either SAT, Act or GRE scores that meet the following criteria:

SAT:  1000 total with a minimum of 480 verbal and 520 math

ACT:  22 composite with a minimum of 480 verbal and 520 math

GRE:  1030 total with a minimum of 490 verbal and 540 quantitative

 

Students who are seeking initial certification must also pass Praxis II in the appropriate content area in order to be recommended for certification.  Students who are currently certified and are adding a new field must also pass the appropriate content exam.  Information on Praxis 1 and II may be found at www.ets.org/praxis and on the Piedmont College website at http:www.piedmont.edu/advise/MAT.htm

 

c. QCC

Students may find particular QCC objectives that may be needed at:

http://www.glc.k12.ga.us/

 

This is a tentative working syllabus.  Any information provided in this syllabus is subject to change as needs may dictate. Students are responsible for keeping up with these changes and should make corrections or additions as they occur.