UNIVERSITY OF NORTH DAKOTA Early Childhood … · Early Childhood Education Graduate Program Practicum Handbook and ... provided that a week is allowed for ... 4. If the practicum

Revised: August 2014 1

UNIVERSITY OF NORTH DAKOTA

Early Childhood Education Graduate Program

Practicum Handbook and Assessment Tool

T&L 580


REQUIREMENTS

Practicum is hereby defined as the application of instructional and planning practices as synthesized through all ECE Master’s course

requirements. The practicum consists of a combination of curricular and instructional planning and implementation, observation/assessment of

students, and collaboration with families and professionals necessary to attend to the developmental and educational needs of young children

within the age range of 0-8 years.

1. Students participating in T&L 580 Practicum in Early Childhood Education will adhere to the following list of professional attributes:

a. Complete all tasks/assignments in a timely manner (no later than the last day of regular UND classes), and at the professional level of a

graduate student;

b. Follow policies and practices of individual practicum sites;

c. Maintain confidentiality;

d. Understand and respect the individual needs of students and their families;

e. Facilitate open communication between self, UND Practicum Instructor, UND Advisor, and Practicum Site Supervisor;

f. Effectively apply the knowledge acquired in all previous coursework to the classroom/center/school setting.

2. Practicum Hours:

a. Thirty (30) hours of practicum per credit are required for T&L 580.

b. Students must register for 2 credits/60 hours.

c. The 60 hours must be spent in direct contact with children, and excludes nap time, teacher prep time, and other non-instructional time.

d. The length of the Practicum will be individually determined, but must be at least ten weeks long in order to satisfactorily complete

assignments. (Average length in past semesters has been 12 weeks.)

e. Practicum hours must be started within two weeks of the beginning of the semester and completed by the last day of UND classes.

Target dates for assignments and conferencing may be accelerated according to student needs, provided that a week is allowed for

instructor feedback on assignments as needed.

f. A minimum of two half days per week in the Practicum setting is highly recommended.

3. The UND Student and his/her Advisor will discuss placement options. The decision for placement will be based on the students’ previous

educational experiences, work experiences, and current job. Students may use their own classroom as a practicum site if it meets the criteria

listed below. The program assignments/tasks may be completed in either:

a. An accredited/licensed early childhood preschool setting (ages 0-5)

b. An accredited/licensed K-3 setting (ages 5-8)

c. A state and/or federally licensed after school program

4. If the practicum site is a public school setting, the following must be provided: the state name, school district name and number, school name,

and school district website. If the site is not a public school, a copy of one of the following documents regarding the practicum site is needed:

a. State license

b. NAEYC accreditation

c. Federal approval


5. The Practicum classroom should include children who are from at least two of the following ethnic backgrounds, as stipulated by national

accreditation requirements for this program: 1) American Indian, Alaska Native; 2) Black, African American; 3) Hispanic, Latino; 4) Asian,

Pacific Islander. If the student will be in her/his own classroom and there are not two children with these backgrounds, an alternative way to

meet the ethnic diversity requirement will be arranged with the UND Practicum Course Instructor at the beginning of the semester.

6. If the UND Practicum student will not be using his/her own classroom as the Practicum site, he/she will bear the responsibility of contacting a

site and arranging for a Site Supervisor of record prior to registering for the course. If the student will use his/her own classroom, he/she will

arrange for a Site Supervisor of record. This is typically the Student’s current job supervisor, principal, director, co-teacher, or UND Advisor

when necessary. Note that non-administrative site supervisors must have a bachelor’s degree in Early Childhood Education.

7. During the discussion between the Site Supervisor and student, specific assignments and classroom/site expectations should be discussed,

planned, and scheduled with regard to:

a. Length of time to observe/conduct Practicum requirements;

b. Scheduling times to fulfill the practicum assignments/tasks;

c. Site Supervisor roles and responsibilities (provided under Roles and Responsibilities portion of this Practicum Handbook);

d. Relevant program/school policies

8. Registration

a. The requirements that must be completed before starting the practicum are outlined in the document, “Requirements for the T&L 580

Online Early Childhood Practicum.”

b. The student will discuss these requirements with her/his UND Academic Advisor and complete the practicum application before

registering for T&L 580. The advisor will give permission to take the course based on completion of necessary coursework and good

standing in the program.

c. PRIOR to registering for the Practicum, students must have a criminal background check conducted within the last three years or a

current state-issued teaching license on file at UND. These can be directly faxed to the Director of the ECE Online Graduate Program at

701-777-3246 and must be received and approved by the end of the semester preceding the Practicum semester. Most students will have

completed the background check as part of the admission process or as a job requirement at their place of employment.

9. Evaluation of Practicum Experience

a. The Site Supervisor must complete a Practicum Assessment Tool for Advanced Programs: Supervisor Version near the end of the

student’s Practicum experience. This evaluation will be discussed between the Student and the Site Supervisor prior to the final

conference with the UND Practicum Instructor. (A copy of this Assessment Tool is located at the end of this Practicum Handbook for

Student review).

b. The UND Student must complete a self-evaluation upon completion of his/her Practicum using the Practicum Assessment Tool for

Advanced Programs: Student Version.

c. The UND Practicum Instructor will use the data from both of these forms, the final conference, and the student’s assignments to

complete the final Practicum Assessment Tool for Advanced Programs Critical Task.


10. Students are expected to display effective teaching skills and humanistic interpersonal skills. It is expected that all Practicum Students are

familiar with the NAEYC Guidelines for Developmentally Appropriate Practice (DAP) document prior to the start of their Practicum experience;

this document can be found on the ECE Blackboard Advising Site. In addition, Students should be very familiar with their individual state’s

early learning guidelines and/or state grade level standards.

11. All Practicum assignment expectations and requirements will be available on Blackboard. Assignments must be submitted on Blackboard.

12. The UND Practicum Instructor will explain all course expectations and assignments for the Practicum experience using Blackboard and/or other

means of communication agreed to by all parties involved.

13. There will be a minimum of two meetings between the UND Practicum Instructor, Student, and Site Supervisor, which will be conducted

through a mutually agreed upon venue, such as telephone or video conference.

STUDENT ASSIGNMENTS

During the semester-long Practicum (60 hours) the Student will submit assignments as delineated on the course syllabus. These may include, but are not

limited to, the following types of assignments: journals, blogs, reports, lesson plans, and evaluations. Brief descriptions of the major assignments are

offered below. Details and evaluation criteria for each will be on the Blackboard course site. All assignments MUST be based on NAEYC DAP

(Developmentally Appropriate Practices); the document can be found on the ECE Blackboard Advising Site. It is expected that all Practicum Students

are familiar with this document prior to the start of their Practicum Experience.

1. Self Evaluation

a. Beginning of Practicum

i. The student will rate her/himself using the student version of the Practicum Assessment Tool at the beginning of the practicum

experience. (The Evidence of Performance column does not need to be filled in at this time.)

ii. Based on the ratings, at least three strengths and two challenges currently faced by the student will be identified.

iii. Two specific professional goals for the Practicum will be set using items on the Assessment Tool, and strategies to achieve these

goals determined.

b. End of Practicum

i. The student version of the Practicum Assessment Tool will be completed upon finishing the practicum experience.

ii. “Evidence of Performance” for at least three items in each skill area will be provided.

iii. The student’s ratings will be discussed with the supervisor, and checked off on the bottom of Assessment Tool.

iv. A self-evaluation will be written describing the student’s professional development through the practicum experience, citing

examples of ways in which teaching skills have been enhanced.

v. New goals for continued professional development will be set.


2. Guidance Plan: A developmentally appropriate prosocial skills learning plan will be developed to address a social emotional challenge

exhibited by one child. This child may NOT be on an IEP or 504 Plan. The plan draft will be discussed with the instructor by phone before

implementation.

a. Target the specific behavior that will be addressed and briefly describe how it affects the child and others in the group or class.

b. Discuss the circumstances that may be contributing to the challenging behavior, including developmental factors, environmental triggers

and reinforcements, and individual temperament.

c. Identify two or three objectives/goals in the social emotional realm for this child. These will be specific and measurable skills to modify

the challenging behavior in positive ways.

d. Develop at least three strategies to achieve the desired social emotional skills. The techniques used must be consistent with

developmentally appropriate practice in early childhood education, and must be individually and culturally appropriate for this child and

family.

e. Discuss the ways in which you will or could collaborate with parents and other staff to support the child in achieving the learning

objectives.

f. Determine methods for measuring progress toward achieving goals, including child self-assessment.

g. Implement the guidance plan with the child for at least four weeks.

h. Discuss the results and critique the success of the guidance plan.

3. Lesson Plan

a. Design a lesson plan for the class. The plan must be consistent with developmentally appropriate practices (DAP) and state early

learning guidelines or grade level standards. It should include three of the following content areas: literacy, math, social studies, science,

and creative movement/physical education. The plan will contain an additional critical thinking objective, and the strategies will

incorporate age appropriate technology in at least one way.

b. Identify at least one learning objective for each of the content areas and one for critical thinking.

c. Describe how the lesson plan will be carried out, including materials and procedures for implementation.

d. Provide at least two possible avenues for parent involvement in the lesson and determine opportunities for collaboration with at least one

community entity to support learning objectives.

e. Discuss ways in which achievement of objectives/goals will be assessed, and how the children will be engaged in self-assessment.

f. Create accommodations to the plan to meet the individual learning needs of one specific child. Included will be assessment data to

establish the need, modification of learning objectives, adaptations to the instructional strategies, and data collection methods to monitor

progress.

g. Implement the lesson plan in the classroom.

h. Discuss the results and critique the lesson plan.

i. Post the plan on the Resources Exchange Blog to share with class members and obtain feedback.


4. Diversity and Inclusion:

a. Describe the diversity in the Practicum classroom, including any/all of the following that apply: ethnic background, children with

disabilities or chronic health conditions, gender, immigrants, socioeconomic status, languages spoken, and family configuration.

b. Identify inclusive strategies used to accommodate individual variations within the broad categories of the physical environment, social

environment, and curriculum.

c. Discuss the influence of parents in determining inclusive practices.

d. Suggest ways in which the classroom could be more responsive to diversity.

e. An additional individually tailored assignment will be expected of students teaching in classrooms that do not have children from two of

the required ethnic backgrounds, to be agreed upon with the UND Practicum Instructor at the beginning of the semester. The default

assignment involves reviews of two articles from peer reviewed academic journals, and discussion of how the content could be applied

to developing inclusive practices in the student’s practicum classroom. The articles must relate to inclusion of two of the specified

ethnic backgrounds at the early childhood level.

ROLES AND RESPONSIBILITIES:

Practicum Supervisor:

1. Meet with the student at the beginning of the semester to share expectations and provide program/school policies (if not in own classroom.)

2. Periodically supervise the student’s experience using the Assessment Tool as a guide for giving constructive and direct feedback to the

student in both verbal and in written formats. There should be, at minimum, ongoing communication between the site supervisor and the

student, and at least one formal meeting after every 25 hours of practicum (i.e., a minimum of two formal meetings within the 60-hour

practicum). The Assessment Tool will be sent electronically at the beginning of the semester.

3. Meet with the student and UND Practicum Instructor at least two times throughout the semester using a mutually agreed upon venue, such as

videoconferencing or conference call. These meetings will generally be around the midpoint and the end of the practicum.

4. Express any concerns about the performance of the student or other aspects of the practicum experience to the Student and the UND

Practicum Instructor immediately so that concerns can be dealt with in a timely fashion.

5. Complete and submit to the UND instructor the Practicum Assessment Tool for Advanced Programs: Supervisor Version, at the end of

the student’s practicum experience. This will provide assessment data for the ECE graduate program. (The assessment requires ratings only;

there is no narrative component.)

Graduate Student:

1. Fulfill all of the required hours for the number of Practicum credits in which you are enrolled. Practicum hours are based on 30 hours per

credit of direct student contact time. Direct student contact time is time spent teaching/interacting with children.


2. Call your Site Supervisor prior to starting the Practicum experience. This is a professional courtesy and will provide information concerning

where and when to begin the first day.

3. Follow the schedule of the school site rather than UND’s schedule as concerns holidays, breaks, and other days off.

4. Meet/conference with the Site Supervisor and UND Practicum Instructor using mutually agreed upon means, and share what is going well

and what questions or challenges you may have (Note: The student is responsible for ensuring the selected technologies are available and

functional before each meeting, including conference line, speaker phone, cell phone batteries, microphone, webcam, firewall.)

5. Complete all of the required written assignments for the Practicum credits in which you are enrolled. A list of assignments with their

descriptions will be provided by the UND Practicum Instructor through the Practicum Blackboard site. All practicum responsibilities must

be completed by the last day of regular classes according to the UND academic calendar.

POLICIES & PROCEDURES:

Explanation of Requirements:

The Early Childhood Education Program’s UND Practicum Instructor will make the ECE Practicum Blackboard site available to students at the

beginning of the semester. Prior to the semester beginning, Students will need to become familiar with the Practicum expectations outlined in this

handbook and complete the necessary preparations; this will allow the Student to plan for the initial meeting with the Site Supervisor referred to earlier in

this Handbook. Before starting the Practicum Students will be responsible for sharing the ECE Practicum expectations/requirements with the

Site Supervisor.

Collaborative Meetings:

Collaborative meetings will be conducted with each Student, his/her Site Supervisor, and the UND Practicum Instructor. These meetings will be

conducted to problem-solve issues/concerns, to pose questions/answers relative to the requirements, to discuss timelines, and to evaluate performance of

the Student. *Note: It is UND’s policy not to provide onsite visits at a distance, as the direct supervision of the Practicum is completed by a Site

Supervisor. If an onsite visit is requested by the Student or the school site, any travel expenses will be paid for by the Student or the school site,

respectively.

Issues of Concern:

When concerns arise, the following procedures will be followed by the Site Supervisor, the UND Practicum Instructor, and/or the UND Advisor, where

necessary:

1. There should be sufficient documentation that the Site Supervisor, the UND Practicum Instructor, and/or the UND Advisor have provided

the Student with direct feedback. Suggestions for improvement should be provided both orally and in writing.

2. If the concerns that have arisen are related to the Student’s dispositions, a disposition form will be filled out by the UND Practicum

Instructor and/or Advisor with inclusive feedback provided by the Practicum Site Supervisor. The disposition form will then be shared with

the Student and their UND Advisor for further discussion/action.

3. If after steps 1 and 2 there has not been improvement satisfactory to the UND Practicum Instructor and the Site Supervisor, then an

improvement plan will be developed by the UND Instructor and the Site Supervisor.


Internship/Practicum Assessment Tool for Advanced Programs: Supervisor Form (Completed at the end of the Practicum before the final conference)

Student Name: Site Supervisor Name: Practicum Instructor: School/Program Site: Course #: Semester: Date(s) of Practicum: Highlight the performance number for each skill. Please note that these categories do not correspond to letter grades A-D. Skills should be rated according to the descriptions that follow. Novice: Performance needs improvement; emerging abilities and behaviors indicate limited impact on student learning. Apprentice: Performance indicates candidate is learning to apply the knowledge skills and dispositions required to impact student learning. Practitioner: Performance indicates candidate can independently and effectively apply the knowledge skills and dispositions required to impact student learning. Expert: Performance indicates candidate is exceptionally effective in impacting student learning. Professional & Personal Qualities Novice Apprentice Practitioner Expert Not

Observed Prompt and regular in attendance 1 2 3 4 Positive when interacting with staff and students 1 2 3 4 Open and responsive to suggestions, directions, and/or constructive criticism

1 2 3 4

Is professional in attitude, appearance, and action 1 2 3 4 Is well organized 1 2 3 4 Plans in a timely manner 1 2 3 4 Communicates well orally 1 2 3 4 Communicates well in writing 1 2 3 4 Is dependable 1 2 3 4 Shows initiative 1 2 3 4 Communicates with mentors/instructors/supervisors regularly 1 2 3 4 Able to conduct instruction and other professional activities consistent with program and/or district expectations

1 2 3 4


Planning Novice Apprentice Practitioner Expert Not Observed

Plans according to students’ needs, standards, goals and objectives 1 2 3 4 Plans for documenting and assessing student progress 1 2 3 4 Implements both formal and informal assessments and is able to interpret and apply the information for individualized instruction

1 2 3 4

Has necessary materials for the lesson(s) 1 2 3 4 Instruction and assessment are designed with consideration of cognitive, social, cultural (including language), physical and individual traits

1 2 3 4

Accommodations are provided and attend to needs of the learners 1 2 3 4 Plans for use of technology, as appropriate 1 2 3 4

Instructional Practice (Including Assessment) Novice Apprentice Practitioner Expert Not Observed

Content knowledge is accurate 1 2 3 4 Content needs of students are addressed 1 2 3 4 Ample content is evident in the learning situation 1 2 3 4 Content accounts for diverse student needs 1 2 3 4 Curricular and instructional approaches are suited to the subject area 1 2 3 4 Instruction actively engages diverse learners (all learners) 1 2 3 4 Instruction encourages critical/strategic thinking and problem solving

1 2 3 4

Instructional practices are varied and draw upon technology when appropriate

1 2 3 4

Instruction and materials are adapted to diverse learners 1 2 3 4 Assessment practices uncover what learners can do 1 2 3 4 Students are engaged in self-assessment 1 2 3 4 Teacher uses assessment to adjust instruction 1 2 3 4 Feedback to students is supportive and instructive 1 2 3 4


Educational Environment Novice Apprentice Practitioner Expert Not Observed

Makes both academic and behavior expectations clear 1 2 3 4 Implements an appropriate variety of academic and behavior expectations in fair manner

1 2 3 4

Is individually and culturally sensitive 1 2 3 4 Students have choice and input in the classroom environment 1 2 3 4 Motivation and practices support meeting behavior and/or learning standards (e.g., promotes collaboration, uses praise, encourages responsibility)

1 2 3 4

Interacts well with students, formally and informally – builds relationships

1 2 3 4

Shows genuine enthusiasm for teaching 1 2 3 4

Partnerships Novice Apprentice Practitioner Expert Not Observed

Communicates and consults with parents, teachers, and other school personnel

1 2 3 4

Encourages and assists students, parents/families to become active participants in the educational team

1 2 3 4

Uses collaborative strategies in working with students with special needs, parents and school and community personnel in various learning environments

1 2 3 4

Collaborates with other classroom teachers and other school personnel to meet needs of students and to support school and district goals

1 2 3 4

Requests assistance proactively 1 2 3 4 I have discussed this assessment with the student. Yes_____ Date: No_____Reason:


Internship/Practicum Assessment Tool for Advanced Programs: Student Form Student Name: Site Supervisor Name: Practicum Instructor: School/Program Site: Course #: Semester: Date(s) of Practicum: *Evidence of Performance is required for the Post-Assessment only, not for the Pre-Assessment. For the Pre-Assessment, put the number in the Pre-Assess column. Ratings numbers will be highlighted for the Post-Assessment. Novice: Performance needs improvement; emerging abilities and behaviors indicate limited impact on student learning. Apprentice: Performance indicates candidate is learning to apply the knowledge skills and dispositions required to impact student learning. Practitioner: Performance indicates candidate can independently and effectively apply the knowledge skills and dispositions required to

impact student learning. Expert: Performance indicates candidate is exceptionally effective in impacting student learning. Professional & Personal Qualities Novice Apprentice Practitioner Expert Pre-

Assess # *Evidence of Performance

(End of Semester Only) Prompt and regular in attendance

1 2 3 4

Positive when interacting with staff and students

1 2 3 4

Open and responsive to suggestions, directions, and/or constructive criticism

1 2 3 4

Is professional in attitude, appearance, and action

1 2 3 4

Is well organized

1 2 3 4

Plans in a timely manner

1 2 3 4

Communicates well orally

1 2 3 4

Communicates well in writing

1 2 3 4

Is dependable

1 2 3 4


Shows initiative

1 2 3 4

Communicates with mentors/instructors/supervisors regularly

1 2 3 4

Able to conduct instruction and other professional activities consistent with program and/or district expectations

1 2 3 4

Planning Novice Apprentice Practitioner Expert Pre- Assess #

Evidence of Performance (End of Semester Only)

Plans according to students’ needs, standards, goals and objectives

1 2 3 4

Plans for documenting and assessing student progress

1 2 3 4

Implements both formal and informal assessments and is able to interpret and apply the information for individualized instruction

1 2 3 4

Has necessary materials for the lesson(s)

1 2 3 4

Instruction and assessment are designed with consideration of cognitive, social, cultural (including language), physical and individual traits

1 2 3 4

Accommodations are provided and attend to needs of the learners

1 2 3 4

Plans for use of technology, as appropriate

1 2 3 4

Instructional Practice (Including Assessment)

Novice Apprentice Practitioner Expert Pre- Assess #


Content knowledge is accurate

1 2 3 4

Content needs of students are addressed

1 2 3 4


Ample content is evident in the learning situation

1 2 3 4

Content accounts for diverse student needs

1 2 3 4

Curricular and instructional approaches are suited to the subject area

1 2 3 4

Instruction actively engages diverse learners (all learners)

1 2 3 4

Instruction encourages critical/strategic thinking and problem solving

1 2 3 4

Instructional practices are varied and draw upon technology when appropriate

1 2 3 4

Instruction and materials are adapted to diverse learners

1 2 3 4

Assessment practices uncover what learners can do

1 2 3 4

Students are engaged in self-assessment

1 2 3 4

Teacher uses assessment to adjust instruction

1 2 3 4

Feedback to students is supportive and instructive

1 2 3 4

Educational Environment Novice Apprentice Practitioner Expert Pre- Assess #


Makes both academic and behavior expectations clear

1 2 3 4

Implements an appropriate variety of academic and behavior expectations in fair manner

1 2 3 4

Is individually and culturally sensitive

1 2 3 4


Students have choice and input in the classroom environment

1 2 3 4

Motivation and practices support meeting behavior and/or learning standards (e.g., promotes collaboration, uses praise, encourages responsibility)

1 2 3 4

Interacts well with students, formally and informally – builds relationships

1 2 3 4

Shows genuine enthusiasm for teaching

1 2 3 4

Partnerships Novice Apprentice Practitioner Expert Pre- Assess #


Communicates and consults with parents, teachers, and other school personnel

1 2 3 4

Encourages and assists students, parents/families to become active participants in the educational team

1 2 3 4

Uses collaborative strategies in working with students with special needs, parents and school and community personnel in various learning environments

1 2 3 4

Collaborates with other classroom teachers and other school personnel to meet needs of students and to support school and district goals

1 2 3 4

Requests assistance proactively

1 2 3 4

I have discussed this assessment with my supervisor. (End of practicum only) Yes___ Date: No___ Reason:

Documents

UNIVERSITY OF NORTH DAKOTA Early Childhood … · Early Childhood Education Graduate Program Practicum Handbook and ... provided that a week is allowed for ... 4. If the practicum