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ECPK 492 – Mentored Student Teaching, Toddler-K (6 credits)  Syllabus

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• BLACKBOARD: ECPK 492 Mentored Perf Fldwk II Todd-K (Collaboration)

Catalog Description:

This experience requires a minimum of 8 weeks and 200 hours working directly with children in an approved placement, Toddler-K.  In many cases, the placement is a student’s workplace and rarely a public-school classroom.  The student works with an assigned college supervisor and an EEC licensed, site-based cooperating practitioner, increasingly taking responsibility for managing the classroom, designing learning experiences, and communicating with families and administrators.  Students develop a performance portfolio documenting their competencies and attend scheduled seminars.

Prerequisites: All other courses in the major completed; 2.5 GPA both overall and in the major; request for supervision to Early Education and Care Practicum Liaison for registration.  This experience may not be transferred or waived.

Course Objectives and Outcomes:

We expect students will:

1. Take sole responsibility for at least 20 hours across 10 days of classroom implementation for all aspects of the early childhood environment, including designing activities, lessons, learning centers, preparing and maintaining a safe and stimulating environment, providing instruction and guidance, supervising support staff, managing the classroom, administering IEP’s, and communicating with administration and families.
2. Design, teach and evaluate an integrated unit, utilizing a variety of instructional strategies that take into account the developmental stage and needs of all children addressing the learning standards in
   1. The Guidelines for Preschool and Kindergarten Learning Experiences (GPKLE)  available at http://www.doe.mass.edu/sfs/earlylearning/resources/#curriculum
   2. 2010 Massachusetts Early Learning Guidelines for Infants and Toddlers available at

   https://www.mass.gov/eec-learning-standards-and-curriculum-guidelines.

3. Teach and observe a variety of lessons, demonstrating knowledge of developmentally appropriate practices and the content outlined in the NAEYC and Massachusetts learning standards.
4. Demonstrate knowledge of content, current methodology, and organizational skills to effectively meet the needs of all children, including children from a variety of cultural and language backgrounds and children with special needs.
5. Organize and manage an early childhood environment to foster children’s creative and analytical thinking skills and deal equitably and ethically with all children, and show sensitivity to developmental, cultural, language, and learning differences.
6. Communicate orally and in writing with children, families, community members, center personnel, and other professional colleagues in a clear, understandable, and sensitive manner. They will integrate the information from these sources to promote positive growth for all children and to involve families in their children’s learning.
7. Familiarize themselves with the individual learning needs of the children, including IEP or IFSP assessments and goals, and will participate in adapting strategies, environments, and curriculum to meet identified needs, both through planned activities and through the continuous scaffolding of teachable moments.
8. Reflect upon and evaluate curriculum decisions, using systematic observation, documentation, and other effective assessment strategies in an ethical way to show children’s growth, design instruction, and continuously improve professional practices.
9. Participate in all program orientations and in professional development.
10. Create an ePortfolio, illustrating and confirming their competence in all areas of professional practice; examining their teaching practices and the reasons for their behavior in terms of how their methods and techniques facilitate growth in the children.
11. Complete the BSU CEHS Early Childhood Dispositions Rating Form.
12. Attend 3 evening meetings on campus.

BSU Early Childhood Education Department Dispositions

Dispositions are an extremely important piece of your professional education program.  They explain attitudinal and behavioral expectations as decided by the faculty in the College of Education and Allied Sciences.  As a candidate in CEHS, your dispositions will be observed by your college and site supervisors.

1)         Demonstrates respect for human diversity, community, and cultural perspectives.

2)        Collaborates with others (faculty, site supervisors, peers, children, and families)  in a thoughtful and considerate manner.

3)        Demonstrates a clear understanding of the legal and moral obligations of the profession mandated reporting responsibilities and confidentiality.

4)        (a) Believes in creating a safe learning environment demonstrating respect for students’ differences, provides fair and equitable access to all learners including vulnerable populations;

(b) Believes that all students can learn.

5)        Communicates effectively and professionally in speech, writing, and nonverbal contexts.

6)        Demonstrates professional demeanor and a passion for their chosen profession.

7)        Demonstrates their own social-emotional skills.

8)        Understands the importance of fostering social-emotional skills in children.

9)        Exhibits personal integrity and professional conduct with all members of the learning community.

Logistics:

The supervised ECPK 492 field experience must be at least eight weeks long, at least twice a week, and include at least 200 hours of documented time providing direct services to a stable group of children (excluding nap times).  Examples of workable schedules would be:

Evaluation and Grading:

You are graded in 2  areas, the Field Evaluation which measures your effectiveness in working with young children, families, and colleagues.  Secondly, you are graded on your ability to communicate your competencies in writing with the e-Portfolio.

1. ePortfolio evaluated by the college supervisor.
2. Observations and evaluations by college supervisor and site supervisor.
   • Minimum of 5 observational visits and feedback by the college supervisor
   • Summative evaluation in a three-way conference involving the student, site supervisor, and college supervisor.

A mark of Target or Acceptable on both the Competency Portfolio and the Field Experience Summative Evaluation (i.e., 9.0 or higher) is needed to pass the course.

Field Evaluation  Grading Scale: (100% = 570 points.  The grading starts with 100 at 500 or an average score of 4.5)

Final Grades determined by Points.  The e-Portfolio is worth 500 points 

Partial points with be rounded to the nearest full point, e.g. 83.4=83 which leads to a grade of B-; 83.5=84 which leads to a grade of B. If you wish a challenge a grade on any assignment, including your final course grade, you must justify your request in writing within 7 days of the posting of the graded assignment.

Incompletes

A grade of Incomplete is intended to accommodate students who have encountered extraordinary, unanticipated disruptions of their life circumstances as defined by the University (medical emergencies, etc.).  Supervisors are hired on a per-student basis for that semester only and are not contractually required to continue their supervisory role beyond the end of the semester.  Supervisors will not automatically give a grade of incomplete because a student falls behind. Be professional, and meet scheduled deadlines!  If a problem arises that will seriously impact your ability to finish on time, talk to your BSU supervisor early; usually, alternative accommodations can be worked out, and you must take the initiative!

Policies

E-mail

You are responsible to read and respond to any e-mail communications sent by Early Education and Care Program faculty to your BSU e-mail account per the University’s E-mail as an Official Means of Communication to Students policy. It is important that you regularly check your BSU e-mail so that you do not miss important communications.

Change of Grade

“If a student believes that a mistake was made in the original grade recorded for a course, the student may petition the instructor for a change of grade no later than the last day of final exams in the academic semester following that in which the grade was recorded. A change of grade will not be considered after this time.” – excerpted from the Credit Hour and Grading System policy.

BSU’s Sexual Violence Policy

Please visit the BSU Title IX Office which has many resources about sexual violence and harassment.

Student Code of Conduct

The student Code of Conduct governs policies and regulations regarding the rights and responsibilities of Bridgewater State University community members, along with the judicial process followed when members violate the rights of others. The Code of Conduct is in the Student Handbook.

Nondiscrimination Policy:

Bridgewater State University is committed to nondiscrimination of handicapped persons as specified in Section 540 of the Rehabilitation Act of 1973. Students who qualify as handicapped persons or who have extenuating circumstances that might interfere with course work assigned should meet with the instructor at the beginning of the course so that reasonable modification in course instruction and/or requirements may be made.

Privacy and Confidentiality in the Classroom

The academic experience is designed so that students can draw on the wealth of examples from their personal experiences in class discussions and in their written work. However, it is imperative that students not share information that is confidential, privileged, or proprietary in nature. Students must be mindful of any contracts you have with your employer.

Academic Integrity

Academic integrity is an important component of life and academic success for all BSU students, faculty, administrators, and staff. When all of us follow and support academic integrity values and standards, teaching and learning can proceed in an environment of trust and respect. When such standards are violated, teaching and learning are impaired. Therefore, the best interests of the university community require that cases of alleged academic integrity violations be addressed seriously and equitably. For a full description of the BSU Academic Integrity Policy, please click here.

Accessibility Statement

Reasonable accommodations will be provided for students with documented disabilities. Please contact your BSU supervisor as early as possible to discuss accommodations for this course.  Meet in a confidential environment to develop a plan for the implementation of the accommodations. Please notify your BSU supervisor with requests for accommodations in a timely manner preferably at the beginning of the semester; however, I understand if you may not be ready to self-disclose or may be diagnosed until later in the semester. If you need course adaptations or accommodations because of a documented disability, have emergency medical information to share with me, or require other special arrangements, please inform your BSU supervisor of these needs as soon as possible so that they may be taken into account when your course work is assigned and evaluated.

BSU offers a number of services to students who have a documented medical condition, are physically challenged, or have emotional or learning disabilities. Students with disabilities are encouraged to register with the Disability Resources Office (Maxwell Library 001) and for the purpose of establishing disability documentation and verification, determine reasonable accommodations, and to receive a letter of notification to provide your instructors of the accommodations required. In compliance with Bridgewater State University policy and equal access legislation, staff members of the Disability Resources Office are available to discuss appropriate accommodations that you may require as a student with a disability.

Campus Resources

Academic Achievement Center (AAC)

The Center located in Maxwell Library offers programs and services to support the continued academic success of BSU students. Learning assistance programs and services are many and varied. The Achievement Center is home to the University Honors Program, Second Language Services, the Office of Disability Resources, Tutoring Services, as well as the Writing Studio, Mathematics Services, Study and Research Services, and the Communications Laboratory. Contact: (508) 531-1214

Writing Studio

Peer consultants provide helpful feedback to student writers working at all levels of the writing process. We encourage students to bring any form of writing to us, regardless of the genre or course discipline. In addition, they can brainstorm ideas and help you interpret assignments. Contact: 508-531-2053

Tutoring Central

Tutoring Central specializes in supporting courses that fall in the beginning level courses within a major. Services include: 1) One-on-One and Small Group, 2) Content Tutoring, 3) Academic Coaches, and 4) Language Coaches.
Preferred Name on BSU Records
Did you know that you can indicate your preferred names on some university records? Review the Student Handbook for how to set your documents up to reflect your preferred name.

Blackboard 9 Learning Management System

For help with learning how to access and use Blackboard 9 go to your BSU Student portal and select the Blackboard 9 icon. You will log into Blackboard with your BSU user name and password. Select Student Help to get started or explore on your own. Additional tutorials are available at Atomic Learning.

Tech Support

The BSU Information Technology department is available for Tech support. From 8:00-5:00: contact IT Support Services at ITSupport@bridgew.edu, 508.531.2555. If you need help after normal business hours at any time, day or night; go to After Hours Support (https://my.bridgew.edu/departments/Support/SitePages/AfterHoursSupport.aspx)