ECE 400: Practicum in Early Childhood Education(Preschool and Kindergarten)

SPRING 2016(Myra) Jean Stewart, Instructor Dr. Letitia WaltersTEC 2018 Q TEC 235A (985) 549-2221 Office (985) 549-2221 Office(985) 507-6570 Cell (601) 620-6033 CellMyra.Stewart@selu.edu Letitia.Walters@selu.edu

Day of Week In-office Virtual

Monday 7:30 – 8:00 am12:00 – 1:00 (Walters)

6:00 - 7:00 pm (Stewart)

Tuesday 7:30 – 8:00 am11:00 – 1:00 (Walters)

Wednesday 12:00 – 1:00 pm (Stewart) 9:00 – 3:00 (Walters)Thursday

By appointment

In order to successfully complete the second set of Methods, you MUST

pass all three classes required (ECE 400, 411 and 420) with a C or better If any of the three classes are not completed successfully, ALL THREE classes MUST be repeated.

score at least an 80% on the COMPASS/LCET evaluation tool* pass all requirements for your Developing Portfolio on

PassPort.

**IMPORTANT: Teacher Candidates must earn a score of 3 points out of a possible 4 (No candidate will receive a 4 during ECE 400/411/420.) on 80% of the total overall items for the field experience observations in order to earn a grade of C or better in average in these courses. This requirement can be met by earning no more than seven 2s and no 1s on the instrument. Any teacher candidate who earns a 1 on any item will also fail to meet the minimum requirements of the classes. If you fail to meet this minimum requirement, you will receive a D or F in all three classes.** Should the assessment instrument change in the format of scoring ( points assigned up to 3 points per item), the

teacher candidate MUST earn at least an overall 80% and meet all minimum requirements on every item of the instrument.

This class along with ECE 411 and ECE 420 requires a great deal of time and effort in order to be successful. Keep your time clear MONDAY THROUGH FRIDAY from 8:00 a.m. until 12:30 p.m.. Having to work or go to another class IS NOT an excuse for missing due dates and times nor missing class/field experiences, being late for class/field experiences or leaving class/field experiences early. EXPO requires at least two full days for set up, execution and take down. NO ONE IS EXCUSED FROM THESE FULL DAYS!

Background Checks: Louisiana requires that everyone working in preschool settings, including teacher candidates, must have a criminal background check in order to comply with state legislation R.S. 15:587.1.  Thus, you will be required to have a current Louisiana State Criminal PORTABLE background check completed to remain in this course.  You are to turn in the original as well as a copy. Your original will be returned to you. You are required to immediately notify your instructors as well as the department head should you experience an arrest and/or conviction at any time after you have obtained your background check. DUE DATE – Wednesday, January 20th at the beginning of class

Medical Insurance:A completed medical insurance form must be turned in to one of the instructors by the assigned due date. See form located on Moodle. DUE DATE – Wednesday, January 20th at the beginning of class

Emergency Contact Information:A completed emergency contact information form must be turned in to one of the instructors by the assigned due date. See form located on Moodle. DUE DATE – Wednesday, January 20th at the beginning of class

Validation of Syllabus:Read and validate that you have read, understand and agree to follow the class requirements outlined in the syllabus no later than. DUE DATE – Wednesday, January 20th at the beginning of class

Prerequisites: EDUC 320, EDUC 323, and Full SARTE status

Required Textbooks:

Kostelnik, M., Rupiper, M., Soderman, A., & Whiren, A. (2014). Developmentally Appropriate Curriculum in Action. Pearson Education, Inc.: Upper Saddle River, NJ (Rental)

Schiller, Pam (1999). Start Smart! Building Brain Power in Early Years. Gyrphon House:

Beltsville, Maryland (purchase – either edition is acceptable)

Southeastern Louisiana University Field Experience Handbook – most recent edition!

Supplemental texts:

Bredekamp, C. (2011). Effective Practices in Early Childhood Education: Building a

Foundation. Upper Saddle River, NJ: Pearson Education, Inc.

Chaille, C., & Britain, L. (2002). The Young Child as Scientist: A Constructivist Approach

to Early Childhood Science Education. Allyn & Bacon.

Copple, C. & Bredekamp, S. (Eds). (2009). Developmentally Appropriate Practice in

Early Childhood Programs. (3e). Washington, DC: National Association for the

Education of Young Children.

Gullo, D. (2006). K Today: Teaching and Learning in the Kindergarten Year.

Washington, D.C.: National Association for the Education of Young Children.

Helm, J.H. & Katz, L. (2000). Young Investigators: The Project Approach in the Early

Years. New York: Teachers College Press.

Kieff, J. & Casberge, R. M. (1999). Playful Learning and Teaching. Needham Heights, MA: A

Pearson Education Company.

Course Description:

Development of curriculum and instructional practices in the preschool and kindergarten classroom settings; principles and methods of understanding and working with preschool and kindergarten children.

Course Overview:The early childhood profession is responsible for establishing and promoting standards of high quality professional practice in early childhood programs. These standards must reflect current knowledge and shared beliefs in what constitutes high quality, developmentally appropriate early childhood education in the context within which services are delivered.

The purpose of this course is to learn about the basic developmental stages of children and how to apply this information appropriately to instruction and curriculum development in practical settings. An integral part of this course is to provide students with the opportunity to develop skills related to developing appropriate practice and curriculum. As students gain a broader understanding of young children, this knowledge will be reflected in their curriculum planning. The information in this course will be presented in a format that provides students with a global understanding of the rich diversity of all children.

Statement of Conceptual Framework

The COE’s Conceptual Framework provides direction for the development of effective professionals. It is a living document that continuously evolves as opportunities and challenges emerge. The four components of the CF are the institutional standards used for apprentice teacher’s assessment in undergraduate and graduate programs. They are Knowledge of the Learner (KL), Strategies and Methods (SM), Content Knowledge (CK), and Professional Standards (PS). Diversity, Technology, and Dispositions are included in the assessment process as themes that are integrated throughout all programs in the educational unit. 

Knowledge of LearnerApprentice teachers’ understanding of the learner that is necessary to provide effective and

equitable instruction 

The educational unit prepares apprentice teachers to demonstrate and value sensitivity to the needs of all learners. Apprentice teachers acquire an understanding of learners as individuals and incorporate this knowledge as they progress through their educational experiences at Southeastern. As effective professionals, they continue that practice throughout their careers. Diversity and Dispositions are integral parts of the program, and Technology is integrated throughout the program.

Strategies and MethodsStrategies and methods appropriate to each program within the educational unit which are

necessary to develop effective professionals 

The effective professional demonstrates best practices through inquiry, creativity, and reflective thinking. Constructive and reflective problem-solving processes require the effective professional to consider and integrate complex information. Diversity and Dispositions are integral parts of the program, and Technology is integrated throughout the program.

Content KnowledgeApprentice teachers’ thorough understanding of the content appropriate to the area of

specialization 

Apprentice teachers exhibit depth of knowledge in their area of specialization and breadth of understanding of general subjects within the educational unit. Diversity and Dispositions are integral parts of the program, and Technology is integrated throughout the program.

Professional StandardsEstablished criteria that guide effective professionals in each discipline area

The educational unit is based on professional standards that enable apprentice teachers to develop the knowledge, skills, and dispositions to become effective professionals. University course objectives and learner outcomes are aligned with national, state, and institutional standards. Apprentice teachers incorporate professional standards as they progress through their educational experiences at Southeastern and continue that practice throughout their careers. Diversity and Dispositions are integral parts of the program, and Technology is integrated throughout the program.

Student Learning Objectives:1. Recognize characteristics of an effective early childhood educator and effective early

childhood program.

2. Demonstrate knowledge of child development, characteristics of the young child, and developmentally appropriate practices.

3. Show knowledge of the history of early childhood education and its impact on current practices in the field.

4. Exhibit knowledge of various appropriate assessment techniques.5. Select and create appropriate materials for an early childhood classroom.6. Demonstrate knowledge of valid classroom management techniques.7. Develop an integrated teaching unit appropriate for the early childhood level.8. Recognize special needs in children and demonstrate knowledge of how to meet these

needs.9. Demonstrate knowledge of how to involve parents in the classroom.10. Demonstrate knowledge of needs of children from multicultural backgrounds and how to

meet those needs.11. Demonstrate ability to observe, plan, teach, and evaluate developmentally appropriate

activities/learning experiences provided for children in an early childhood setting.12. Investigate current research in the field of early childhood education.13. Identify and incorporate opportunities to address performance indicators for technology-

literate children in early childhood settings.14. Identify and address state and national standards for early childhood education and

content areas as developmentally appropriate practices for early childhood education.

Suggested Assessment Strategies:The above objectives will be assessed through the following strategies:

A. Assessor rates products produced for demonstration using predetermined rubric.B. Assessor rates lesson plans using predetermined rubric.C. Assessor rates field experiences using predetermined rubric.D. Candidate self-assesses academic growth through reflecting on field experiences and

class assignments.

Course Requirements: (Please see Tentative Calendar for due dates)

1. Participation: Your class attendance, interaction, and participation are required. In-class activities will be scored with participation points, and may not be made up. If something unexpected occurs and you are unable to come to class or must come late or leave early, it is your responsibility to contact both instructors/professors as soon as possible through email and text message to explain. If you miss class, arrive late or leave early it is your responsibility to find out what was missed or to get copies. Attendance, tardiness and leaving class early are three aspects discussed in the Professional Dispositions scale. Tardiness and leaving early will not be tolerated in class or during the field experiences.

2. Dispositions: Candidates will be evaluated using the dispositions assessment instrument developed and used by the College of Education. These dispositions assess the skills needed to become an appropriate, professional Teacher Educator. The dispositions assessed include but are not limited to: reliability, professional image, speech and non-

verbal communication, written communication, good character, interpersonal skills for teaching, reflective practitioner, resilience and flexibility, positive role model, commitment to diversity, commitment to student development, commitment and professional development.

3. Field Experience: Two blocks of field experience will be required during the semester. You will teach pre-kindergarten during one block and kindergarten during the other block. Planning and implementing the plans along with reflections of observations and teaching are part of the course requirements for this component of the class. You are required to accumulate at least 60 hours of observation and direct teaching during this semester.

Teaching Evaluation: Candidates will be evaluated by each instructor during the semester using the approved Teaching Evaluation Instrument. Both forms will be averaged together to gain a final, cumulative evaluative score.

**IMPORTANT: Teacher Candidates must earn a score of 3 points out of a possible 4 on 80% of the total overall items for the field experience observations in order to earn a grade of C or better in average in these courses. No candidate will receive a 4 during ECE 400/411/420. This requirement can be met by earning no more than seven 2s and no 1s on the instrument. Any teacher candidate who earns a 1 on any item will also fail to meet the minimum requirements of the classes. If you fail to meet this minimum requirement, you will receive a D or F in all three classes.** Should the assessment instrument change in the format of scoring ( points assigned up to 3 points per item), the teacher candidate MUST earn at least an overall 80% and meet all minimum requirements on every item of the instrument.

Lesson Plans: These are prepared plans for the practicum experience which will be divided into two block sessions. (You must use the format required by the instructors/professors when completing lesson plans and post your plans on Moodle.) Emphasis will be placed on writing lesson plans that reflect implementation of developmentally appropriate practice and multiple teaching strategies. Each candidate is responsible for writing his/her own lessons. Each learning experience must address LEARNING and not just an activity! During field experiences, you will be working with your mentor teacher to collaborate on the strategies and skills that will be included in your lesson plans. You need to discuss your lesson plan with your mentor teacher prior to turning it in for grading. After the lesson plan is critiqued and scored by the instructor assigned to you for the block teaching time, you are required to make any necessary corrections and provide a copy to your mentor teacher. Some schools require a short lesson plan to be turned in to the mentor teacher. This will be addressed at the beginning of your lesson plan writing assignment. In order to be allowed to teach, lesson plans must be turned in by the assigned date and time.

Failure to do so, will put you in jeopardy of being unsuccessful in this class. You are NEVER allowed to teach without approval from your instructor!! You must have a copy of your lesson plan with you in the classroom on every teaching day of the block. Remember this is real teaching!

Thinking maps: For each block experience candidates will create THINKING MAPS to facilitate the planning of your teaching experiences. Circle Maps, Tree Maps and Flow Maps will be used and submitted on Moodle with candidate’s lesson plans. Guidelines are placed on Moodle.

Introductory letter to parents: Each time you are assigned a new group of children, you will write a letter to parents of the children in the class introducing yourselves. If you are working with a partner or team, this will be a group assignment. Guidelines are placed on Moodle. No letter can be delivered to parents without approval of your instructor(s). The instructor(s) will gather the letters and deliver them to the mentor teaches for delivery to the parents. The letter MUST be grammatically correct in order to successfully complete the assignment. Your score will be based on the FIRST submitted letter.

Family involvement letter with description of activity: For the practicum experience, you are to include a minimum of one activity that involves the family in some way. You will write a paragraph describing the activity for each field experience. The letter to the parents about the activity MUST be grammatically correct in order to successfully complete the assignment. Your score will be based on the FIRST submitted FI letter. Guidelines are placed on Moodle.

Outdoor lesson plan: You must prepare a minimum of one outdoor lesson that correlates with the theme. Follow regular lesson plan guidelines. Guidelines for regular lesson plans are placed on Moodle.

Materials and supplies for your lessons: You, the teacher candidate, are responsible for obtaining ALL materials and supplies needed for the execution of your lessons. You are NOT to rely on the mentor teacher to provide any items. The lessons for your two week block of teaching are to be varied, covering a variety of objectives and on varying levels of mastery as well as developmentally appropriate. The learning experiences for the students need to be something they do not “normally” have in the regular scope of their school day. NO WORKSHEETS WILL BE ALLOWED DURING YOUR BLOCK TEACHING ASSIGNMENTS!

Dress Code: You are required to follow Southeastern Louisiana University’s Field Experience Handbook code at all times when working with students. Failure to do so will result in being unsuccessful in this Methods course. If you are in doubt of these guidelines, see the instructor(s) or the director of field experiences. All body tattoos must be covered and only simple ear piercings are allowed. The fit of slacks must be appropriate. The length of dresses or skirts must be appropriate. Tops are to cover

cleavage and have sleeves. Again, when in doubt, ASK and bring an additional outfit with you. NO JEANS of any color are allowed at any time!

Forms for Field Experiences: It is your responsibility to provide your mentor teacher(s) with the required forms needed for you to successfully complete the field experience requirements. These forms are located on Moodle.

Dispositions and Attendance/Participation: Refer to numbers 1 and 2 under Course Requirements.

4. Daily Teaching/Observation Reflection: Due day of each observation and field experience is no later than 9:00 p.m. There will be NO exceptions. This is a record of your synthesis regarding your day’s teaching the field experience.

The reflection should be in-depth, more than a one sentence answer to the question. Include issues you observe or experience related to the Code of Ethical Conduct.

Refer to the Reflection Format located on Moodle for each required reflection. Prepare at least one page per teaching day as well as one page for each day of your

orientation or initial meeting with mentor teacher. Record your information each day after leaving the practicum site.

Be prepared to participate in debriefing each observation and teaching day as part of the reflection process. Do Not ask to be excused from this time of the observation or teaching days.

Guidelines are placed on Moodle. Failure to follow the guidelines will result in at least 50% penalty of the possible point(s).

Be sure to follow the reflection format:a. Remembering and describingb. Understanding and describingc. Evaluatingd. Creatinge. Code of Ethics example(s) – Different Codes are to be addressed over the course

of your field experiences. Always include a-ha moments in your reflections.

5. Dual Language Service Learning Assignment: Teacher Candidates will participate in and complete assigned activities in a local service-learning project at the Dual Language Head Start (DLHS,) located at the Livingston Technology Center in Walker, LA. Details for this lesson plan and teaching experience will be provided in class and on Moodle. For this assignment you will create a Dual Language Literacy Bag that you will donate to the DLHS after you teach your lesson there. In your plan for this activity, be sure to include a picture of the literacy bag and materials. Lesson plans are required for this assignment. The field experience guidelines are to be followed during the time on the DLHS campus. Lesson Plan due dates will be announced. Each team will observe on a Thursday before teaching on a Friday. Teams will be formed the first day of class. You are required to complete a PRE-survey and a POST-survey for this assignment.

6. Toddler Time: Candidates will complete an assignment module related to lesson planning with children in the birth-three setting. In addition to the module and sample birth-three lesson plan, candidates will implement a birth-three appropriate literacy activity or literacy extension during a “Toddler Time” at the local Children’s museum, The Louisiana Discovery Center. Reflect on experience. Guidelines are placed on Moodle. Lesson plans are required for this assignment. FIELD EXPERIENCE guidelines are to be followed during the time on the LDC campus. Lesson Plan due dates will be announced. There will be NO observation for this teaching experience. Teams will be formed the first day of class.

7. Preschool Early Intervention: You will be assigned a PEI classroom to observe one day then teach a lesson to a small group of children the next day. The lesson will be your Day 1 lesson for Block 1. Guidelines are placed on Moodle. FIELD EXPERIENCE guidelines are to be followed during the time on the campus.

8. Teacher Candidate Self Assessment – Each teacher candidate will complete a PRE-teaching self assessment and a POST teaching self assessment. (This will be submitted on Moodle ECE 411.)

9. Mentor Teacher Interview – Each teacher candidate will complete an interview using provided questions.

10. Teacher Candidate Interviews: Each teacher candidate will meet individually with the instructors to discuss his or her overall growth at mid- and end of semester (during Block 1 and Block 2 teaching as well as at the end of the semester). This may occur during class or at another time set forth by both the instructors/professors and teacher candidates.

11. ECE EXPO: Candidates will be responsible for creating an early learning environment by preparing one center for the ECE EXPO according to guidelines. This will include a lesson plan, center signs and descriptions, and DAP materials and activities. This assignment is your FINAL for ECE 400, ECE 411 and ECE 420. You will need to clear your calendar for at least two full days for this assignment, one for set-up and one for executing the plans as well as taking down the EXPO centers. The dates will be announced as soon as possible. Rubric is on Moodle. Lesson Plan due dates will be announced. Be pro-active when planning for the expense of this event. Utilize the donation letter and grants to help fund this teaching event.

EXPO will require at least two full days for set up and execution of the EXPO plan (8:00 a.m. until 8:00 p.m.). The dates for EXPO will be scheduled as early as possible. Tenative dates are May 2 nd and May 3 rd .

12. Research Project – Specific details/information will be forth coming.

13. Other - Other assignments may be added or deleted at the discretion of the instructor.

Successful Completion of the Classes in this Methods Cluster: All three classes MUST be successfully completed in order to advance to the next level of methods classes. This cluster includes ECE 400, 411, 420. If any of the three classes are not completed successfully, ALL THREE classes MUST be repeated.

Grading Scale: There will be NO rounding up of scores. A: 94-100 pointsB: 87-93 pointsC: 80-86 pointsD: 70-79 pointsF: 0-69 points

In order to successfully complete the second set of Methods, you MUST

pass all three classes required (ECE 400, 411 and 420) with a C or better If any of the three classes are not completed successfully, ALL THREE classes MUST be repeated.

score at least an 80% on the COMPASS/LCET evaluation tool* pass all requirements for your Developing Portfolio on

PassPort.

**IMPORTANT: Teacher Candidates must earn a score of 3 points out of a possible 4 on 80% of the total overall items for the field experience observations in order to earn a grade of C or better in ECE 400/411/420, regardless of a candidate’s final grade point average in these courses. This requirement can be met by earning no more than seven 2s and no 1s on the instrument. Any teacher candidate who earns a 1 on any item will also fail to meet the minimum requirements of the classes. If you fail to meet this minimum requirement, you will receive a D or F in all three classes.** Should the assessment instrument change in the format of scoring ( points assigned up to 3 points per item), the teacher candidate MUST earn at least an overall 80% and meet all minimum requirements on every item of the instrument.

Specification for Written Assignments: All written assignments will be submitted as a .doc or docx email attachment. Any

assignment submitted that is not in the .doc or .docx format will not be accepted nor graded. You will receive a 0 for the assignment. This is a MUST!!

Each assignment is to be typed and prepared in APA format. Minimally this includes the following: double-spaced, 12 point Times New Roman font, and the first word indented in each paragraph with 1 inch margins. Center page numbers on the bottom of each page.

All assignments must include the following elements in the heading: name, class number, title of assignment, and date. Failure to include all elements will result in a penalty of at least 50% of the possible point(s).

Written assignments will be evaluated on the following criteria: Completion of the assignment Following directions Content Conventions of grammar and spelling Organization

Be sure to back up every assignment you complete. Do not trust your flash drive, hard drive, neighbor’s hard drive, or any other server without a backup. You will do much writing and re-writing this semester. Do not trust your files to one digital copy. Backing up is essential. After submitting work on Moodle, check to make sure it is there! It is your responsibility to make sure the work is successfully submitted.

Late Assignments:• All assignments with every component completed, are due on the day and at the time they

are assigned. Failure to submit completed assignments on time will result in a penalty of no less than 20% up to a 24 hours late submission. After 24 hours the penalty will be 0 for the assignment.

• Students can request an extension prior to the due date but the extension will be given at the discretion of the instructor/professor. Having to work or go to another class IS NOT a valid reason for an extension of the due date and time. The extension MUST be requested prior to the due date and time.

• A computer/printer problem does not make a legitimate excuse for lateness. Have a back-up plan.

• Late assignments for ANY reason will not be accepted without severe penalty. Failure to submit completed assignments on time will result in a penalty of no less than 20% up to a 24 hours late submission. After 24 hours the penalty will be 0 for the assignment.

• NO teacher candidate will be allowed to teach without completed, graded, approved lesson plans. This included both teaching blocks, Toddler Time, PEI, and Dual Language.

• Scores will NOT be adjusted after assignments are completed when they are submitted late or incomplete.

Policies of the Courses:These classes will follow all university policies. This includes any and all policies – emergency and safety procedures (lock down, stay in place, etc.).

Dropping the Course:

If you choose to drop these courses, you must follow the proper procedures. All three classes must be dropped (ECE 400, 411 and 420). Neither instructor will drop the course for you. The last regular day to withdraw from the University - Friday, March 11, 2016 no later than 12:30 pm.

IMPORTANT Dates to Remember:January 13th First day of classJanuary 18th No School – Martin Luther King HolidayFebruary 8th-12th No School – Mardi Gras HolidayMarch 11th Last Day to withdrawn for the classes (12:30 pm)March 25th – April 1st No School – Spring BreakMay 2nd EXPO Set-up (Tentative Date)May 3rd EXPO Event and Break DownMay 6th Last day of ClassesMay 9th – 13th Final Exam WeekMay 16th Grades are dueMay 17th Last Day to return textbooks

Dates and times for Field Experiences will be scheduled after the semester begins. It is mandatory that you keep Monday through Friday open from 8:00 a.m. until 12:30 p.m. during the semester. This cluster of classes is a 12 hour course load. Thus you will be required to plan your time accordingly.

Academic Integrity:

Teacher candidates are expected to maintain the highest standards of academic integrity. Students are expected to maintain the highest standards of academic integrity. Behavior that violates these standards is unacceptable. Examples are the use of unauthorized material, communication with fellow students during an examination, attempting to benefit from the work of another student, and similar behavior that defeats the intent of an examination or other class work. Cheating on examinations, plagiarism, and improper acknowledgment of sources in essays and the use of a single essay or paper in more than one course without permission are considered very serious offenses and shall be grounds for disciplinary action as outlined in the current General Catalog.

Students agree by taking this course that all required papers may be subject to submission for textual similarity to VeriCite for the detection of plagiarism. All submitted papers will be included as source documents in the VeriCite reference database solely for the purpose of detecting plagiarism of such papers. Use of the VeriCite service is subject to the Terms of Use posted on VeriCite website.

Classroom Conduct:Teacher candidates are expected to fully participate in all classroom activities, and come to class prepared to discuss assigned material. Class will begin promptly, and all teacher candidates are expected to be ready to begin.

All cell phones will be silenced for the duration of the class. Place your phone on silent or vibrate when you walk through the door to prevent any disruptions during class. Phones will be put away and NOT used during class. In the event of a situation where one legitimately needs have immediate access to his/her phone during class, prior notice and approval of the instructor is required.

The college campus is not a place for children. Teacher candidates are not to bring children into the classroom or allow them to remain in the building unattended.

Child(ren) of teacher candidates are NOT allowed to be in attendance during the set up or take down of the EXPO. They may attend the EXPO during Center open hours IF they are accompanied by a supervising adult other than a teacher candidate. The teacher candidate(s) will not be allowed to supervise his/her or other teacher candidate’s child(ren) during any part of EXPO. Failure to follow these guidelines will result in 0 points for EXPO.

Free discussion, inquiry, and expression are encouraged and expected in this class. Classroom behavior that interferes with either (a) the instructor’s ability to conduct the class or (b) the ability of students to benefit from the instruction is unacceptable. Examples may include but are not limited to:

o routinely entering class late or departing earlyo use of communication deviceso repeatedly talking in class without being recognizedo talking while others are speaking’ or arguing in a way that is perceived as

“crossing the civility line.” o Classroom behavior which is deemed inappropriate and cannot be resolved by the

student and the faculty member may be referred to the Office of Judicial Affairs for administrative or disciplinary review as per the Code of Student Conduct which may be found at http://www.selu.edu/admin/stu_affairs/handbook/

Accommodations for students with special needs:If you are a qualified student with a disability seeking accommodations under the Americans with Disabilities Act, you are required to self-identify with the Office of Disability Services, Room 117, Mims Hall. No accommodations will be granted without documentation from the Office of Disability Services. Please see both instructors/professors by the third class period. It is the student’s responsibility to provide both the instructors with the documentation within three class periods. Should a qualified disability become evident after the third class period, it is the student’s responsibility to contact the Office of Disability Services in order to be identified and accommodations be granted.

Communication/contacting instructor:E-mail communication with students will be made through Southeastern LA University e-mail addresses only. Contact the instructors/professors if you have any questions or problems through e-mail (preferably) or by phone (text or voice message). When communicating by phone (text or voice message), ALWAYS begin each of your text or voice messages with, “This is (your name).” to help the instructors/professors to identify the teacher candidate. Communication of questions or problems you may have through another teacher candidate is not deemed appropriate and will not be addressed.

Additional policies/procedures:1. All coursework must be successfully completed prior to student teaching or internship.2. All PRAXIS exams must be successfully completed prior to student teaching/internship.

(It is recommended that PRAXIS exams be taken as soon as possible. Do not wait until the semester before student teaching/internship.)

3. All students MUST submit their portfolios electronically through PASS-PORT in a timely manner.

4. It is the responsibility of the student to contact his/her advisor to review portfolio contents and reflections at each gate.

5. Students will be permitted to enroll in any EDUC, MAT, EPSY, and ECE course only twice.

6. Students will be permitted to repeat only two EDUC, EPSY, ECE or MAT courses twice.

7. Prerequisites for courses and academic policies are based on the current school year catalogue.

8. All three classes MUST be successfully completed in order to advance to the next level of methods classes. This cluster includes ECE 400, 411, 420.

It is also extremely important that you conduct yourself in a professional manner at all times. You will be graded on this aspect of your performance - this applies to all aspects of the course including classroom and field work. Please review the Southeastern Field Experience Student Handbook.

Field Experiences: Follow ALL guidelines set forth in the Southeastern Field Experience Student Handbook. When in doubt about ANYTHING, ask for clarification by the instructors/professors or field experience director. This includes dress (pants, tops, and dresses), footwear, body piercings, tattoos, hair color/style, hygiene, etc.

Be prompt. Severe penalties will be assigned for late arrivals during the field experiences. After ONE late arrival your success in the field experience is in jeopardy. Always report directly to the school office with your valid driver’s license and your school ID unless otherwise instructed. Candidates must introduce themselves and present the required documentation from the instructor/professor assigning the field experience.

If you are unable to keep a commitment (due to EXTREME circumstances), first you are to contact both instructor(s) in advance. Then you must call the school and ask them to inform your partner teacher and mentor teacher. You will not be able to reschedule field experiences.

Missing one day of any field experiences WILL significantly affect your grade and you being successful in this class!

Being tardy for even one day of any field experiences WILL significantly affect your grade and you being successful in this class!

Failure to follow Southeastern Louisiana University’s Field Experience Student Handbook guidelines during field experiences WILL significantly affect your grade and you being

successful in this class!

Remember, you are a guest in the school. Do not criticize the school, staff, or candidates in any way. (Southeastern Field Experience Student Handbook) Confidentiality is to be in place at all times as per students, mentor teacher(s), administration, etc. Failure to keep confidentiality can and will result in a reprimand as well as your grade for this class.

PASS-PORT REQUIREMENTS Field Experiences:

As you complete field experiences, you are required to enter them into PASS-PORT on a weekly basis. Don’t wait until the end of the semester. It is your responsibility to collect classroom student data on all field experiences. Field Experience Data Collection Forms, specifically Form C, are available on the Department of Teaching and Learning home page under Student Information, Field Experiences link.

Professional Development Activities:As you complete any professional development activity, you are required to enter it into PASS-PORT.

Questionnaires:At the beginning of the semester, log into PASS-PORT and complete any assigned questionnaire task. It is advisable to periodically check your task list for additional requests throughout the semester.

Artifacts:Teacher candidates are required to upload portfolio specified artifacts (assignments) and/or any other artifact the instructor deems necessary for evaluation.

For this class you will be required to upload a lesson plan, the same lesson plan with the LCET, EXPO lesson plan, professional development activities, and field experience hours. There may be other requirements that will be discussed during the semester.

Getting Help with PASS-PORTYou can receive assistance in using PASS-PORT from various sources depending on your needs and questions. Use the list below to contact and/or seek assistance from the appropriate source:

PASS-PORT Training and/or assistance: Dr. Camille Yates (cyates@selu.edu). Check the NEWS section in PASS-PORT for scheduled training sessions.

Course Requirements: Assigned instructor

It is also recommended that you go through the on-line PASS-PORT Candidate Overview located at http://pass-port.org/training/candidate and/or download a copy of the PASS-PORT Candidate Manual.

Accessing and Paying for PASSPORT 1. Go to the PP login page for the SELU PASSPORT:  https://selu.pass-port.org

OR for Doctoral Students: Go to the EdD Consortium login page for Doctoral Students: https://selu-doc.pass-port.org

2. Use your w# with the w as the username.3. Your initial password is   pass-port   all lowercase with the hyphen. 4. You will be directed to go to your SLU Webmail to get the temporary password that is

sent to you.  5. Go back to the PP login page and use your w# and the temporary password to get into PP.6. You will be directed to a page to choose the type of subscription (7 year license - $108 or

1 year license - $38) and pay for it.  You may pay with a credit/debit card.OR if you have financial aid, you can go to the bookstore and obtain a ticket provided by iLAT with a code on it to use when paying.

This will give you access to PP.

PP Help/Training files on SLU PP Help page: http://www.selu.edu/acad_research/colleges/edu_hd/passport

o Video clips showing “How To” NEW!!!!!

References

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teaching. Upper Saddle River, NJ: Merrill/Prentice Hall.