ILLINOIS STATE UNIVERSITY C&I 294 ECE Clinical III Section 04 Tuesday &Thursday 9:00-10:15 WIH 128 Clinical

Times: 9:00-11:50 Fall 2011 Instructor: Tami R. Dean, M.A., ABD Office hours: by appointment/online Office: 243 DeGarmo Hall (O) 438-5120 (C) 212-5732 (to notify regarding clinical only) Email: trdean2@ilstu.edu Skype: tami.dean Catalog Description Completed TB Test; DCFS Health Form & Criminal Background Check required Early Childhood Clinical Placement in K-3 setting minimum 50 clinical hours. Course Overview The course provides pre-service teachers with clinical experiences in tutoring children in a wide variety of literacy areas. Assessment procedures that provide a wide range of information about the individual learner will be identified and used to guide instruction. Instructional strategies for working with young children will be discussed and then applied in the clinical experience. Careful consideration will be given to IPTS for preparing new teachers as well as NAEYC Standards for Early Childhood Education so that students are equipped to understand and demonstrate their knowledge of and competencies in meeting the various standards. Course Objectives: Concurrently with work in C&I 274 students will: NAEYC Standard (s ) 1.1, 1.2, 2.1, 4.1, 4.3, 4.4, 5.3
Illinois Professional Teaching Standards IPTS-ECE RDI

Course Objective

1. Demonstrate an understanding of the interrelationships among cultures, language, thought and the function of home language 2. Select, evaluate, and interpret formal standardized assessment instruments. 3. Select, evaluate and interpret authentic assessments 4. Develop and use authentic performance based assessments in planning and communicating with parents 5. Integrate formal and informal assessments

3.1, 3.2, 3.3, 3.4, 5.2, 5.3

3.1, 3.2, 3.3, 3.4 3.1, 3.3, 4.3, 5.2, 3.2, 3.4, 4.4, 5.4

1A, 1B, 1C, 1D, 1E, 1F, 2A, 2C, 2E, 2J, 3C, 5C, 5G, 5H, 5I, 8A, 8D 2B, 2C, 2J, 3D, 3G, 5E, 7A, 7B, 7C, 7D, 7E, 7F, 7G, 7I, 7J, 7K, 7M, 7N, 7O, 7P, 7Q 3D, 3G, 5E, 7A, 7B, 7C, 7D, 7E, 7F, 7G, 7I, 7J, 7K, 7M, 7N, 7O, 7P, 7Q IF, IJ, 2B, 2J, 3D, 3G, 5C, 5E, 5G, 5H, 5I, 7A, 7B, 7C, 7D, 7E, 7F, 7G, 7I, 7J, 7K, 7M,

1A, 1B, 1C, 2A, 2B, 2C, 2D, 2E, 2F, 2G, 2H, 8A, 8D, 8E, 8F, 8L, 9A, 9B, 9C, 9D, 9F, 9G, 9H, 9I 8K, 10D, 10I, 11A, 12A, 12B, 12C, 14A, 14B, 14C, 14D, 14E, 17F, 17D, 17I, 17G, 17K, 17J, 17M, 17A 8K, 10D, 10I, 11A, 12A, 12B, 12C, 14A, 14B, 14C, 14D, 14E, 14G, 14I, 14L 1A, 2A, 2B, 2C, 2D, 2E, 2F, 2G, 2H, 8K, 10D, 10F, 10G, 10H, 10I, 11A, 11B, 11C, 11D, 11E, 11G, 11H, 11I, 11J, 12A, 12B, 12C, 12D, 12E, 12F, 12G,

EC1, EC2, EC4, IC2, IC3, IC4

EC1, EC2, EC4, IC2, IC3, IC4

EC2, IC3

EC1, EC4, IC2, IC3

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Course Objective

NAEYC Standard (s )

Illinois Professional Teaching Standards

IPTS-ECE

RDI

7N, 7O, 7P, 7Q,

6. Plan for effective modification of environments and materials for children with special needs (EOSL, developmental needs, & physical disabilities)

1.1, 1.2, 2.3, 4.2, 4.3, 4.4

1B, 1C, 1D, 1E, 1F, 1G, 1J, 2A, 2B, 2J, 3C, 5A, 5B, 5C, 5G, 5H, 5I, 5N, 8E, 8K

8. Identify factors that affect reading comprehension

4.1, 4.2, 4.3, 4.4

1F, 1G, 1J, 2B, 2J, 5A, 5B, 5C, 5G, 5H, 5I, 5N

12H, 13E, 13F, 13G, 13H, 13I, 13J, 13K, 13L, 14A, 14B, 14C, 14D, 14E, 14G, 14I, 14L, 17F 1A, 1B, 1C, 1D, 1E, 2A, 2B, 2C, 2D, 2E, 2F, 2G, 2H, 8A, 8D, 8E, 9A, 9B, 9C, 9D, 9F, 9G, 9H, 9I, 10E, 10F, 10G, 10H, 11B, 11C, 11D, 11E, 11G, 11H, 11I, 11J, 12A, 12B, 12C, 12D, 12E, 12F, 12G, 12H, 13A, 13B, 13C, 13E, 13F, 13G, 13H, 13I, 13K, 13L, 15E, 15F, 15G, 15I, 15K 1A, 1B, 1C, 1D, 1E, 2A, 2B, 2C, 2D, 2E, 2F, 2G, 2H, 10E, 10F, 10G, 10H, 11B, 11C, 11D, 11E, 11G, 11H, 11I, 11J, 12A, 12B, 12C, 12D, 12E, 12F, 12G, 12H, 13E, 13F, 13G, 13H, 13I, 13J, 13K, 13L

EC1, EC4, IC2, IC3, IC4

EC1, EC2, EC4, IC2, IC3

9. Observe, engage, and practice in early childhood 1st, 2nd, & 3rd grade settings

7.1, 7.2

11F, 11K, 11L, 14M

Recommended Resources 1) Browne, K., & Gordon, A. (2009). To teach well: An early childhood practicum guide. Upper Saddle River, NJ: Pearson. 2) Jablon, J., Dombro, A., & Dichtelmiller, M. (2007). The power of observation. Washington, DC: Teaching Strategies. 3) Marion, M. (2004). Using observation in early childhood Education. Upper Saddle River, NJ: Pearson. 4) Owocki, G. & Goodman, Y. (2002) Kidwatching: Documenting Childrens Literacy Development. Portsmouth, NH: Heinemann. 5) Posner, G. (2005). Field Experience: A guide to reflective teaching. Boston: Allyn & Bacon 6) Wolfgang, C. (2005). Solving discipline and classroom management problems. Hoboken, NJ: Wiley & Sons. 7) Wolfgang, C. (2004). Child guidance through play. Boston: Allyn & Bacon. ***Or approval of course point person Clinical Experience Hours This clinical course is assigned 5-6 hours per week. This requirement must be met by participating in the clinical site classroom each Tuesday and Thursday, 8:30-11:30 a.m. throughout the semester, from September 13, 2011 through November 17, 2011. Based on the clinical site school schedule and input from the cooperating teacher, students may adjust the 3-hour time frame time slightly in order to have the most student contact hours. Please inform the course instructor in writing before the end of the first week 294 Dean Fall 2011 2

of your field experience if there is to be a change. After this time period, changes from the established schedule should only happen in an emergency and with prior consent of both the classroom teacher and the C&I 294 clinical course instructor. Participation & Professionalism in the Clinical Setting The following important policies are in effect when you are extended the privilege of working in an actual school setting with children and practicing teachers. Each reflects on your disposition as a teacher. You are to be in attendance in your assigned classroom each assigned day except for any clinical site school holiday. If teachers are required to be in attendance, then you must be there also. In the very rare case of an emergency that requires your absence, it is your responsibility to contact the cooperating teacher, the school, and the clinical course instructor before you are expected to be there on the day of the absence. Any missed hour or day must be made up in order to meet course requirements. On School In-Service/ School Improvement Days/ Parent-Teacher Conference Days, you should do one of the following: If invited to attend the workshops or conferences, attend and fully participate. If not invited, plan ahead with the cooperating teacher to determine what you will do during that time. ***If you do not make up the hours for your absence(s), point of your participation grade will be taken from your weekly journal. Dress When on site in a school and classroom, dress for respect. Research reveals that the clothing worn by teachers affects the work, attitude, and discipline of students (Wong & Wong, 1998). You dress for four main effects: Respect, Credibility, Acceptance, and Authority. The effective teacher uses these four traits as assets in relating to students, peers, administrators, parents, and the community. Professional dress is often very different than your dress in your usual role as a college student. Please be aware that professional attire does not include many traditions that are often perfectly acceptable on the college campus, such as jeans, sweatshirts, t-shirts, tank tops, tight, low-cut pants and tops, exposed flesh, tattoos, piercings, etc. Ask about the schools dress code when you begin as there may be other expectations in addition to these minimum standards. Punctuality You must be on time and prepared to greet children and assist in learning activities at the time designated. In most cases this requires arriving earlier than the actual starting time. Arrive early enough to prepare for your responsibilities (completing lesson plans, preparing materials, asking questions of the teacher, etc.) before the students arrive. Confidentiality Issues that arise in a classroom or school whether with faculty, administrators, parents or children should be tactfully kept confidential. Be excessively discreet. Clinical Observations, Expectations, and Evaluations

Observations I will stop by at times throughout your clinical experience. One of those times, prearranged, will be an observation of your teaching. You will collaborate with both the instructor and the cooperating teacher to arrange this observation. You will create your IAI lesson plan (PBA requirement) for this lesson, which will be assessed in C&I 274. At least three days prior to the scheduled visit, you need to e-mail your lesson plan to me and you also need to provide the hard copy of your lesson when I visit you the day that you will be teaching. ***Please also submit a weekly journal via Blackboard regarding your field experience by Friday of each week while you are in the field. This journal will help me understand any issues you may encounter as well as your progress. This journal will help you keep track of your thought process and reflect upon issues regarding working with young children. It should be at least at least a onepage long. Lesson Plans 3

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By the third week of your field experience, you will be taking responsibility for planning and/or teaching at least some part of the morning, in small and/or large groups. Each time you teach an actual lesson, you will write a formal lesson plan and provide it for your cooperating teacher to critique in advance of the lesson. Your cooperating teacher will provide feedback prior to your implementation of the lesson. Lesson plans do not need to be written for routine times such as openings, reading a book, working with small groups on flashcards, etc.

Forms and Evaluations Your cooperating teacher received a packet of forms that will be shared with you at various times. o When your time at the clinical setting nears its end, your cooperating teacher will fill out the final evaluation form. You are to return the form to me on Thursday December 1, 2011. Make sure you and your mentor teacher sign it before you turn in the form. o You will fill out a computer generated Scranton paper at the end of the clinical experience in order to document your clinical experience and receive credit for the hours you have spent in the classroom. The due date is Thursday December 1, 2011. Your cooperating teacher may request that you use a CPDU form to record your hours daily. Your cooperating teacher uses this form for certificate renewal, and he/she will keep it at the end of your experience. If you need the signature, let me know. The due date is Thursday December 1, 2011. Grading

Grading for this course will be based on a 100-point system that breaks down as follows: Assignments Grading Scale A. The Literacy Lesson Implementation 35 pts B. The Social Studies Lesson Implementation 35 pts C. Weekly Journal/Reflections 100 pts C. Learner Demographic Assignment 30 pts D. Participation & Professionalism 100 pts Total = 300 pts Overall Course Grading Scale A = 93-100% B = 85-92% C = 76-84% D = 70-75% F = 69% and below (or any incomplete requirements)

Explanation of Assignments & Expectations

A. NAEYC Standard # 4 : The Literacy Lesson Implementation (Literacy PBA) NAEYC Standards 1A,B,C; 3A,B,C,D; 4A,B,Lit; 5D ITPS 2 IPTS Conceptual Framework MV 1,2,4; IV 2,3,4,5

Assessment Guidelines All teacher candidates at Illinois State University will successfully complete The Literacy Assessment and Teaching Cycle, which includes both: a. Documentation of the process of assessing, planning instruction, and evaluation involved in teaching a student. b. Documentation of the reflective practice of the candidate before, during and after this process. This PBA is built on the knowledge that: 294 Dean Fall 2011

All teachers, regardless of certification type or discipline, need to be effective classroom communicators. All teachers, from Pre-K through grade 12, need the knowledge and skills necessary to prepare students to meet the state reading standards.

This PBA is required as an ISU University Wide Teacher Education requirement. This assessment is intended to allow you to demonstrate your ability to assess learners, to plan instruction based on that assessment, and to appraise your impact on student learning through post assessment and reflection. As an ECE student in C&I 274, here is what you must do to meet these requirements: 1. Choose and administer a selection of appropriate formal and/or informal assessments (i.e. running record, miscue analysis, checklist, rubric, reading inventory, fluency assessment, teacher observation, interest survey, etc.) to determine student(s) needs for instruction. 2. Develop a lesson that reflects knowledge of your student(s) needs based on your assessments. Your lesson must include a post-assessment method to determine student learning as a result of the lesson. The lesson plan should be written according to ECE requirements. 3. Your implementation of this lesson will be observed. As you teach, I will be looking for how you implement the lesson, how well you are able to communicate, and how you interact with the student(s) and facilitate their use of language for learning. (This part will be seen by me and will be graded as a part of your grade). 4. You will also compose both pre- and post-lesson written reflections: A pre-reflection should accompany and support your lesson plan. It will be narrative in form and will make explicit your thought processes and decision-making about the creation of your lesson. In this pre-reflection, you will articulate the following: Pre-Lesson Decision-Making: Which instruments and/or observation strategies did you use for pre-testing and why? What did you learn about the childs strengths and needs from both formal and informal assessment tools? How did you use this assessment information and prior knowledge to create this instructional plan? Strategies: Why did you choose this instructional format? Why did you choose these instructional strategies? How could the instructional strategies support or limit achieving your instructional goals? Content: Describe the content of this lesson. Why is it important for the student to learn this content? What informed your decision-making pertaining to content selection? Materials: What professional and instructional resources and materials did you draw from to develop your plan? How could your choice of materials or media and use of resources support or limit the achievement of the objectives? Assessment: What form of post-test will be used so you will you know your student has met the objectives? Include criteria for different levels of performance, if appropriate. How and when will you communicate the expected learning outcomes and criteria for evaluation to the students? Your post-reflection will also be narrative in form and will make explicit your thought processes and decision-making during and after your lesson. In this post-reflection, you will articulate the following: Implementation: What were you thinking as your lesson progressed? What revisions did you make to the plan made in-the-moment of teaching? Why did you make these changes? What went well and why? What didnt go so well and why? Student Learning: What did your student learn during this lesson? What evidence do you have of this learning? What was your role in the outcome of this learning experience? What role did your choice and implementation of instructional practices have on student learning? How could I change this lesson in the future to promote increased student learning and/or engagement? Yourself as a Teacher: What strengths did you see in your teaching? What did you do really well? What didnt go so well? What do you feel you need to improve upon? What 294 Dean Fall 2011

did you learn about yourself as a teacher through this lesson? How will you use the learning about teaching acquired through this lesson to improve your future practice? 5. This PBA should be posted in LiveText under NAEYC Competency # 4: Curriculum and Content on PBA in your ECE Portfolio. Please make sure you write a few paragraphs about your rationale then attach pre- and post-reflections, and lesson plan as evidence. It is strongly recommended if you attach observer notes and assessment documents as further evidence.

B. ECE Assessment #3: Social Studies Lesson Implementation

Assessment Guidelines 1. Students will be required to develop one social studies lesson in conjunction with their cooperating teacher and implement it. Students should design the lesson for the age they are working with in their clinical setting and work with their cooperating teacher to plan and coordinate social studies curriculum. More information will be provided by your Social Studies instructor. 2. Students will reflect on the following: How did you feel your lesson engaged the children and achieved the learning objective? How well did your assessment strategy for the activity provide data to inform you as to their individual levels of understanding? What role (positively, negatively, or if at all) do you feel the learning environment played in your activity implementation? If so, what would you do differently in your future classroom? Considering what you have learned in developing this lesson using various instructional techniques, what you learned through implementation and your understanding of children's developmental stages; how will this inform your future instruction/ classroom? Rubric Lines: 1A; 1C; 3A; 3B; 4B; 4E; 4F; 4G; 5F C. Weekly Journals/Reflections You will complete a total of 10 weekly journals/reflections of your field experiences on our course blog: http://kidblog.org/fall2011294/ These journals /reflections should be posted to the course blog by 6:00 on Friday of each week in the field. Each journal/reflection should be at least one page in length. You may use the following questions as a guide for writing your journals/reflections: 1) What happened overall during this week? 2) What worked well for you during this week? 3) What issue/concern was most prevalent during this week? 4) What questions/concerns do you have going forth? Your reflection should synthesize your experiences and should not be a play-by-play of the two days in your clinical environment. It is also expected that you will actively engage in dialogue with your classmates via the course blog by commenting, responding to questions, lending support, etc. In other words, you will be expected to provide professional dialogue and support. D. Learner Demographic Assignment Before the clinical placement you will work with those in your clinical placement to research information about your clinical site. This information may include, but is not limited to, information regarding: the School Report card, student demographic, student achievement gaps, and community information. This information should be analyzed and reflected upon in a narrative paper. Use information presented in the template below as a guide. Assessment Guidelines 294 Dean Fall 2011 6

Details The full assignment will be a paper of approximately 3-5 pages in length as follows: Part I The Facts (10pts) The first part of this assignment requires students to become familiar with the larger context in which their clinical children learn. During the first few weeks of the clinical experience, the student will gather information and statistics about the center and the community by using online resources, such as community and building. Other sources, including primary sources such as interviews and attending a board meeting, are also encouraged. This information will become the first part of the analysis, approximately 1-2 pages in length. In order to assist you to learn about and reflect about the students, seek out the following information (for both center (as a whole) and your assigned classroom: 1. 2. 3. 4. 5. 6. 7. Gender: Socioeconomic backgrounds: Ethnic/cultural backgrounds: Language backgrounds Family structures: Ability levels (including gifted and special education): Classroom (brief description of physical environment and include location of first aid kit and procedures for emergencies) 8. Description of community (environment and resources) Part II The Comparison (10pts) The second part of this assignment requires students to compare these wider demographics (e.g. center/ school building) with the composition of the actual class (your classroom) in which the clinical experience is taking place. To do this, students will observe the makeup of the class and draw comparisons. For instance, the teacher/student ratio of the class may or may not reflect the districts (centers) stated ratio. Give specifics. This comparison becomes the second part of the analysis, approximately 1 page in length. Part III The Analysis (10pts) The last part of this assignment requires students to analyze how this information affects their teaching in this particular class, and how it might inform their teaching in the future. What implications for teaching might this specific information hold? How does knowing data such as this inform your teaching? How does knowing about the learning community at various levels impact future teaching? This final section will be approximately 1 page in length. ***You are expected to add a rationale for LDA. Please make sure you include the following: Address what you learned from the assignment being used as evidence. Identify what NAEYC and IPT standards were addressed by the assignment. Describe how the assignment demonstrated your ability to meet the chosen standard(s). Describe how your thinking has changed as a result of completing this assignment. E. Participation and Professionalism Responsibility, preparation, punctuality, and active participation in the classroom at your clinical site are valued. I will assign points in this area in collaboration with the cooperating teacher. Important on-going tasks: Make copies of relevant forms Observe and take notes or use a checklist during each clinical day Tape record interviews and retellings with children for later transcription Keep all information, forms, notes, and Reminder: You will also be responsible for implementing your Social Studies, Math/Science Parent Involvement Activity during this clinical. This is not a part of your C&I 294 grade.

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Cell Phones & Pagers All pagers and cell phones should be off or in silent mode during class time. No answering or making phone calls, text messaging, receiving or sending emails during class time. Late Assignments All assignments are due at the date and time specified by the instructor. No late work will be accepted unless the student has received an extension from the instructor prior to the time the assignment is due. Please pay close attention to oral instructions, the course calendar, and e-mails, as many assessment tasks performed on Tuesdays during clinicals are due the very next class meeting during C&I 274. Special Needs Any student needing to arrange a reasonable accommodation for a documented disability should contact Disability Concerns at 350 Fell Hall or 438-5853 (voice) or 438-8620 (TTY). Academic Integrity Policy/Plagiarism Students are expected to be honest in all academic work. A students name on any academic exercise (theme, report, notebook, paper, examination) shall be regarded as assurance that the work is the result of the students own thought and study. Please refer to the Universitys Academic Integrity Policy in the Student Code of Conduct found in the Student Handbook, Policy IIIB. Violations of the Academic Integrity Policy as defined in the code of conduct will result (at a minimum) in zero points for that particular assignment and referral t the appropriate institutional office for disciplinary action.

http://www.deanofstudents.ilstu.edu/about_us/crr.shtml
Make sure you follow APA style as you write the papers and list your references. If you are unfamiliar, consult the APA Manual, 5th edition. A guide can also be found at http://www.library.ilstu.edu/assets/pdf/handouts/apa5-2009.pdf Professional Conduct and Dispositions Teacher candidates are expected to demonstrate the following behaviors related to professional disposition while participating in classes and in interactions with peers, faculty, or staff. If dispositional concerns arise, they will be formally submitted to the Teacher Education Center by the faculty member for resolution by the student. Teacher candidates will not be graded directly on disposition indicators unless faculty or staff identifies major concerns. However, grades in courses are often indirectly impacted by disposition issues. As a proactive, self-reflective exercise, students are encouraged to complete a selfevaluation using the following checklist and to establish goals in those areas in which they feel they may not yet be strong. Collaboration: The ability to work together, especially in a joint intellectual effort Cooperates with others Makes contribution to group effort Shares information and materials with others Assists peers Supports decisions of group willingly, even if different from own Volunteers to participate in group effort Supports work of others Plans and sets goals and priorities with others Establishes professional goals that are aligned with those of the organization Makes relevant contributions to discussions Honesty/Integrity: The ability to demonstrate truthfulness to oneself and to others; demonstrate moral excellence and trustworthiness Maintains confidentiality of students/colleagues Models moral behavior expected of both teachers and learners in an educational setting Communicates without intent to deceive Demonstrates ethical behavior Makes decisions based on honesty and integrity Gives credit to others when using their work 294 Dean Fall 2011 8

Respect: The ability to honor, value, and demonstrate consideration and regard for oneself and others Considers opinions of others with an open mind Listens attentively to others in a variety of contexts Demonstrates a warmth, friendly, and caring manner to others Interacts in a polite and respectful manner Uses appropriate language Takes care of property of others Demonstrates empathy and concern for others Displays equitable treatment of others Acknowledges perspectives of individuals from diverse cultural and experiential backgrounds Interacts appropriately in relation to cultural norms Appreciates and embraces individual differences Demonstrates positive attitudes toward diverse cultures and learners Reverence for Learning: Feeling of profound awe, respect and seriousness of intent to acquire knowledge Values knowledge, content, and experiences presented in preservice academic programs Takes initiative to expand knowledge base Values instructional time Seeks opportunities to learn new skills Uses credible and data-based sources Demonstrates enthusiasm for the subject being taught Demonstrates positive attitude toward learning Conveys high expectations for achievement Emotional Maturity: The ability to adjust one's emotional state to a suitable level of intensity in order to remain engaged with one's surroundings Uses appropriate strategies to respond to emotional and emergency situations Responds to situations professionally Uses appropriate tone of voice Initiates communication to resolve conflict Maintains emotional control Uses self-disclosure appropriately Uses appropriate non-verbal expressions Responds appropriately to actions and reactions of others Acts from a positive frame of reference most of the time Accepts feedback from others Identifies personal responsibility in conflict/problem situations Reflection: The ability to review, analyze, and evaluate the success of past decisions in an effort to make better decisions in the future Accepts and incorporates suggestions in subsequent practice Identifies own biases and prejudices Demonstrates accurate self-analysis regarding one's own strengths and weaknesses Uses reflective practices to set goals Collects accurate data and incorporates it into the reflective process Recognizes situations that call for a problem-solving approach Flexibility: The willingness to accept and adapt to change Adapts to unexpected or new situations Accepts less than ideal situations when necessary Maintains positive attitude when necessary changes occur Implements ideas suggested by others Demonstrates willingness to apply a problem-solving approach Responsibility: To act independently, demonstrating accountability, reliability, and sound judgment Accepts consequences for personal actions or decisions Submits assignments on time or follows procedures for extensions Uses sound judgment in decision making 294 Dean Fall 2011 9

Takes action to solve problems Prepares for classes, meetings, and group work Manages time effectively Completes assigned tasks from group activities within an acceptable time frame Seeks clarification and/or assistance as needed Prioritizes work based upon established goals Returns borrowed materials in a timely manner Takes initiative to get materials and notes when absent from meetings or classes Seeks/locates needed resources Ensures accuracy of information for which he/she is responsible Gives priority to health and safety concerns of others

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