EARLY CHILDHOOD EDUCATION and HUMAN DEVELOPMENT PROGRAM

College of Education, Criminal Justice, and Human Services

School of Education

Initial Licensure

18-ECE-3022

Kindergarten Practicum Handbook
Spring 2017

Table of Contents

SectionA: Syllabus Page #

Kindergarten Practicum Syllabus 20174

Overview of the Undergraduate P-3 Licensure Program 14

SectionB: Planning/ Initial Roles and Responsibilities

Piaget’s 3 Types of Knowledge16

Planning Developmentally Appropriate Group Times17

First Week Responsibilities 18

The Role of the Student, Mentor, and University Supervisor19

SectionC: Forms

Time Sheet22

ECE Field Placement Context for Learning23

ECE Instructing and Engaging Children Commentary24

ECE Planning and Rationale Commentary25

ECEPracticum Observation Form 26

Absentee Form28

Information for Completing Midterm/ Midterm29

Collaborative Assessment Log (CAL) 30

CAL Sample31

Candidate Brief Disposition Form33

(Not required-This document can be filled out as necessary or desired.)

Permission to Photograph K Students35

Kindergarten Teaching Experiences Checklist36

Section D: Additional Information Related to Practicum

Field Trip/ Professional Development Days/ Inclement Weather Policy39

Reading with your Kindergarten Students41

Information Regarding Academic Language42

Technical Standards45

Intervention and Problem Solving51

Action Plan Form56

Handbook developed by Julie Walson. It is only effective for Spring Semester 2017.

Section A: Syllabus

P-3 LICENSURE: KINDERGARTEN PRACTICUM

18-ECE-3022

3 Semester Hours

January 11- April 22

Required/Prerequisite: Admission to Professional Cohort and Completion of Preschool Practicum

Julie Walson, M.Ed.

Adjunct Asst. Professor

Junior Field Coordinator

2150 OP

(preferred method of contact)

556-3831

Office Hours Tuesdays 11:00-1:00

COURSE DESCRIPTION

During Kindergarten Practicum ECE cohort members continue to develop and refine their curriculum planning, communication, management and professional skills. Lesson planning and guidance strategies are geared to the kindergarten level of development. Developmentally appropriate curriculum planning should be aligned with Ohio Common Core Standards. Candidates are guided by their classroom mentor teacher and are supervised by their university supervisor who supplies constructive feedback through weekly assignments and formal observations/discussions.

ALIGNMENT WITH TRANSFORMATION INITIATIVE

In view of this conceptual framework and our urban mission, the goal for our Transformation Initiative is to improve the performance of students in high needs schools by preparing educators who recognize the moral imperative to meet the needs of each student. We will prepare educators who are committed to each student, caring about each individual, and competent in evidence-based and data-driven instruction.

STANDARDS FOR ALIGNMENT WITH CONCEPTUAL FRAMEWORK

Candidates of the University of Cincinnati are committed, caring, competent educators

  • with foundation knowledge, including knowledge of how each individual learns and develops within a unique developmental context;
  • with content knowledge, able to articulate the central concepts, tools of inquiry, and the structures of their discipline;
  • who successfully collaborate, demonstrate leadership, and engage in positive systems change;
  • who demonstrate the moral imperative to teach all students and address the responsibility to teach all students with tenacity;
  • able to address issues of diversity with equity and possess skills unique to urban education including culturally responsive practice;
  • able to use technology to support their practice;
  • who use assessment and research to inform their efforts and improve student outcomes; and
  • who demonstrate pedagogical content knowledge, grounded in evidence- based practices, and maximizing the opportunity for learning, and professionalism.

PROFESSIONAL STANDARDS AND LEARNING OUTCOMES

National Association for the Education of Young Children (NAEYC)

  • Standard 1: Promoting Child Development and Learning. Candidates prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs and of the multiple interacting influences on children’s development and learning to create environments that that are healthy, respectful, supportive, and challenging for each child.
  • Standard 2. Building Family and Community Relationships. Candidates prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families and to involve all families in their children’s development and learning.
  • Standard 3: Observing, Documenting, and Assessing. Candidates prepared in early childhood degree programs understand that observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child.
  • Standard 4: Using Developmentally Effective Approaches. Candidates prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation of their work with young children and families. Candidates know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.
  • Standard 5: Using Content Knowledge to Build Meaningful Curriculum. Candidates prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Candidates understand the importance of developmental domains and academic (or content) disciplines in an early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Candidates use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curricula that promote comprehensive developmental and learning out­comes for every young child.
  • Standard 6. Becoming a Professional. Candidates prepared in early childhood degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.

Ohio Standards for the Teaching Profession (OSTP)

  • Standard 1. Teachers understand student learning and development and respect the diversity of the students they teach.
  • Standard 2. Teachers know and understand the content area for which they have instructional responsibility.
  • Standard 3. Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.
  • Standard 4. Teachers plan and deliver effective instruction that advances the learning of each individual student.
  • Standard 5. Teachers create learning environments that promote high levels of learning and achievement for all students.
  • Standard 6. Teachers collaborate and communicate with students, parents, other educators, administrators and the community to support student learning.
  • Standard 7. Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community.

Learning Outcomes and Assessments

Upon completion of this course, the candidate will be able to: / Assessments
Create classroom environments that are healthy, respectful, and supportive. / Supervisor Observations; Personal Reflection Papers; Collaborative Assessment Logs; Lesson Plans; Classroom Profile Paper; Mid-Term and Final Evaluations
Design, implement, and evaluate constructivist curriculum that promotes positive learning and development for all kindergarten children. / Supervisor Observations; Personal Reflection Papers; Collaborative Assessment Logs; Lesson Plans; Classroom Profile Paper; Mid-Term and Final Evaluations
Align learning activities to appropriate ODE Content Standards for kindergarten. / Supervisor Observations; Personal Reflection Papers; Collaborative Assessment Logs; Lesson Plans; Classroom Profile Paper; Mid-Term and Final Evaluations
Employ a wide array of management strategies to positively influence children’s learning and development. / Supervisor Observations; Personal Reflection Papers; Collaborative Assessment Logs; Lesson Plans; Classroom Profile Paper; Mid-Term and Final Evaluations
Employ effective assessment strategies to evaluate children’s learning and development in kindergarten. / Supervisor Observations; Personal Reflection Papers; Collaborative Assessment Logs; Lesson Plans; Classroom Profile Paper; Mid-Term and Final Evaluations

ADMINISTRATIVE POLICIES

AttendanceYou will be spending five days each week, 3 hours each day, in an inclusive kindergarten classroom. Although the beginning and ending times of the experience may vary from center to center, you are to be present during a full half-day session daily. Keep track of your hours on yourpracticum time sheet, which is to be turned in to your university supervisor at the end of the semester.

If you are ill and unable to participate in practicum, notify both your mentor teacher and university supervisor. You must make up any days that you miss during the semester. During the semester, there is a limited amount of time available to make up missed time in the field; subsequently, you may need to use time during exam week. Please plan accordingly.

Discuss procedures for contacting your mentor teacher during your first visit. Snow days will be observed in accordance with the placement site. If your school has a snow closure day you will not report to practicum and will not need to make up the snow day. Please note the snow day on your time sheet. You will need to complete an Absentee Form (Forms section) for all other absences. The form should be signed by you and your mentor, and then be placed in your Practicum Notebook, behind your time sheets for your supervisor to review and sign. Repeated absences or tardiness may result in a Brief Disposition or an Action Plan and could lead to dismissal from placement.

Withdrawal Candidates should consult the Registrar’s web site for information about withdrawal from courses. There are specific dates for online withdrawal - dates related to your responsibility for payment (even for classes that are dropped). Before withdrawing please consider if withdrawal could affect your academic progress toward the completion of a degree. See your academic advisor for assistance. Withdrawal may also negatively impact your eligibility to receive federal financial aid in future terms.

Academic Integrity University Rules, Student Code of Conduct, and other policies of the program, college, and university related to academic integrity will be enforced. Any violation of these regulations, including acts of plagiarism, cheating, or falsifying field work will be dealt with according to the severity of the misconduct. Dishonesty in any form may result in a failing grade in a course and/or suspension or dismissal from a program (e.g., graduate or undergraduate).

Student Code of Conduct:

Educational Accommodations Any candidate with an identified visual impairment, hearing impairment, physical impairment, communication disorder, and/or specific learning disability that can negatively influence her/his performance should schedule an appointment with the instructor so that reasonable provisions may be made to ensure an equal opportunity to meet all course requirements.

Person-First Language Candidates should write using “person-first" language: the person precedes the disability, both figuratively and literally. This standard will result in terms such as "people with disabilities" rather than "the disabled" (

Grading Grades will be Pass/Fail.Assignments will be evaluated according to the approved writing and lesson plan rubrics. Every assignment becomes part of the field experience portfolio. In order to pass Kindergarten Practicum, you must receive a satisfactory evaluation in all three areas of the practicum:active participation, evaluation by your mentor teacher and university supervisor, and written assignments.

Requirement / Satisfactory / Unsatisfactory
Active participation / Has consistent attendance; Shows active participation; Offers to help teacher; Performs activities as requested. / Fails to make up a missed day; Does not participate actively in the classroom; Indicates unwillingness to complete assigned tasks.
Evaluation from mentor teacher and university supervisor / Has satisfactory overall evaluation. / Has unsatisfactory overall evaluation.
Assignments / Responds adequately to all points; Submits all assignments on time; Writes professionally. / Fails to respond to all points; Turns in assignments late; Does not write professionally.

Note: An Incomplete (“I”) will be awarded only when the candidate fails to complete one or more course requirements as a direct result of critical medical circumstance or in the event of personal crisis outside the candidate’s control. Circumstances that might result in an "I" must be officially documented and determined by the instructor as having merit for consideration. In order to receive an "I" the candidate must complete a contract that details the outstanding requirements and a time line for the completion of those requirements. In the event that the candidate fails to fulfill the obligations of the contract, the instructor will submit a Change of Grade form with the grade based on the candidate’s work that was completed prior to the end of the semester. The "I" grade will not be used when an “F” or “N” grade would be more appropriate. Normal appeal channels are open to candidates documenting hardship cases. Graduation will not be permitted if the candidate has a grade of "I" on the transcript.

Textbooks

  • Copple, C., & Bredekamp, S. (Eds.). (2009).Developmentally appropriate practice in earlychildhood programs serving children from birth through age 8 (3d ed.). Washington, DC: NAEYC.
  • Mooney, C.G. (2013). Theories of Childhood: An Introduction to Dewey, Montessori, Erikson, Piaget and Vygotsky. St. Paul, MN, Redleaf Press.

The following resources, which are highly recommended, are available through Red Leaf Press,

  • Moomaw, S., & Hieronymus, B. (2012). More than counting: Standards Edition. St. Paul, MN: Redleaf Press.
  • Moomaw, S., & Hieronymus, B. (2002). More than letters: Literacy activities for preschool, kindergarten, and first grade. St. Paul, MN, Redleaf Press.
  • Moomaw, S., & Hieronymus, B. (2002). More than painting: Exploring the wonders of art in preschool and kindergarten. St. Paul, MN, Redleaf Press.
  • Moomaw, S., & Hieronymus, B. (1997). More than magnets. St. Paul, MN: Redleaf Press.

Course Schedule and Topics/ Assignments

Week / Dates / Topics Assignment
1 / 1/9-1/13 /
  • Friday Seminar (Orientation)
  • Begin completing Teaching Experiences Checklist

2 / 1/16-1/20 /
  • ECE Field Placement Context for Learning
  • Friday Seminar

3 / 1/23-1/27 /
  • Collaborative Assessment Log (CAL)

4 / 1/30-2/3
5 / 2/6-2/10 /
  • Lesson Plan 1
  • ECE Planning and Rationale Commentary
  • Friday Seminar

6 / 2/13-2/17 /
  • CAL

7 / 2/20-2/24 /
  • Midterm Evaluation
  • Lesson Plan 2
  • ECE Planning and Rationale Commentary

8 / 2/27-3/3 /
  • Tentative--Friday Seminar

9 / 3/6-3/10 /
  • Lesson Plan 3 (Recorded Lesson)
  • ECE Instructing and Engaging Children Organizer
  • CAL

10 / 3/13-3/17 /
  • University of Cincinnati’s Spring Break

11 / 3/20-3/24
12 / 3/27-3/31 /
  • Lesson Plan 4
  • ECE Planning and Rationale Commentary

13 / 4/3-4/7 /
  • CAL

14 / 4/10-4/14 /
  • Lesson Plan 5
  • ECE Planning and Rationale Commentary
  • Friday Seminar

15 / 4/17-4/21 /
  • CPAST; Time Sheet; Online Forms - ALL Documents

Description of Various Assignments

All assignments are due on Tuesdays unless otherwise noted.

Due – January 17th

ECE Field Placement Context for Learning

Please complete this form at the beginning of the semester, and place the completed form in your binder. Update as necessary throughout the semester.

Due February 21st

Midterm Evaluation

Mentors and candidates (students) will complete the Midterm (Forms section). After completing your forms, please arrange for a conference with your mentor teacher to discuss this evaluation. Submit both original forms (copy with an ink signature) to your university supervisor by the above date. Make copies for your practicum binder.

  • Observations

Your university supervisor will conduct two scheduled observations during the semester and will conference with you immediately after the observation if conditions permit you to leave the classroom. The supervisor should observe you implementing a lesson that you have created. Please have a paper copy of your lesson plan available to your supervisor on the day of your observation. The Analysis of Student Learning and Mentor Feedback sections of your lesson will not be completed after the lesson has been implemented. Your university supervisor will take notes describing what she/he observes you doing in the classroom and will insert constructive comments relating theory to practice. When possible, please direct all questions about practicum to your assigned university supervisor. Your supervisor will contact you to arrange your observations. Please keep in mind any field trips, special classes or holidays your site may have scheduled and make sure you plan around these issues. You are responsible for reminding your mentor teacher of the scheduled observation dates and times.

  • Practicum Binder

Once again, you will need to keep an organized binder for this practicum experience.

Your binder must be divided into the following four sections:

1-CALS

2-Lesson plans and written assignments Practicum Binder. Photographs and supervisor comments should be on lesson plans and written assignments. If you are asked to revise sections of your lesson plan, please don’t delete the original comments of your supervisor.

3-Mid-Term and Final Evaluations

4-Observation notes from your University Supervisor

Assemble materials in each section by week. You must have this binder organized and available for your university supervisor each time you are observed. Please note that you will also need a binder for Senior Primary Practicum and Internship, and you may want to save your binder, and tabs for the following year.