Syllabi Format

							                                              Syllabus

Course Prefix/Number: EDG 6945

Course Title: Professional Education Practicum

Course Credit Hours: 1

Lead Instructor Name and Contact Information:
Dr. Dana Boddy
dboddy@uwf.edu (preferred method of contact)
(850) 474-3417

Prerequisites/Corequisites: EDG5416, EDG6621, and EDG6288

Course Description: This course is designed for students participating in the Professional
Educator Preparation Program (PEPP) or 3T and is one of three required practica. This practicum
is aligned with three courses (EDG5416: Classroom Management, EDG6621: Human
Development and Learning, and EDG6288: Assessment) and may be taken during the same
semester or after the completion of the aforementioned courses. This course requires students to
complete a field experience in an educational setting.

Purpose of the Course:
The Empowered Professional Making a Difference is the theme of the Professional Education
Unit’s conceptual framework. This theme focuses learning experiences on activities that permit
the candidate to examine what he/she does and to make a difference in the instructional process.
The subject matter, class activities, and skill development of this course were selected to assist
your professional growth in one or more of the following Empowered Professional Making a
Difference characteristics: a) critical thinker, b) lifelong learner, c) mentor, d) decision maker, e)
problem solver, and f) ethical professional.

The State of Florida has responded to national and state initiatives in education reform and
accountability by creating legislative policies relative to the preparation of educators. Florida’s
Uniform Core Curricula outline the knowledge, skills and dispositions that candidates require to
be successful in Florida’s educational system.

To monitor your progress in this educator preparation program, Key Assignments are required.
Key Assignments are specific learning activities that directly relate to the course and program
learning outcomes. A passing grade (70% or higher) is required on each of the student learning
outcomes identified on the assignment in order to receive a grade for the course and advance in
the program.

Program Learning Outcomes:
Content
1.3 Integrate human development/learning theories and concepts into instructional planning for
middle and secondary school children.

                                                                                                      1
Critical Thinking
2.1 Design performance assessment techniques to promote and measure the thinking skills of
middle and secondary school students.

Values/Integrity
4.1 Participate in self-reflection activities regarding teaching performance and pursue
opportunities for feedback to demonstrate commitment to continuous improvement in effective
goal-setting and the middle and secondary school education field.
4.2 Identify the Code of Ethics and Principles of Professional Conduct of the Education
Profession.

Florida Educator Accomplished Practices (2010):
https://www.flrules.org/gateway/ruleNo.asp?id=6A-5.065

NCATE Standards:
http://ncate.org/Standards/NCATEUnitStandards/UnitStandardsinEffect2008/tabid/476/Default.a
spx

NATIONAL BOARD FOR PROFESSIONAL TEACHING STANDARDS
http://www.nbpts.org/the_standards/standards_by_cert

MIDDLE SCHOOL: MASTER LEVEL TEACHER PREPARATION STANDARDS -
NMSA
http://www.nmsa.org/ProfessionalPreparation/NMSAStandards/tabid/374/Default.aspx

            Course Alignments by Key Assessment, Outcomes, and Standards:

    Project Name      Conceptual        Program NCATE            FEAPs          SPA    NBPTS
   and Assessment     Framework          SLOs   Standard         (2010)
        Tool           Outcomes
                    (Characteristics)
   Theoretical      Problem Solver       1.3       1                           NMSA:    1
   Reflection                                                                    1      4
   Paper                                                                         2
                                                                                 7
   Field            Critical Thinker     2.1       1       2.c., 2.i., 3.d.,   NMSA:    1
   Experience       Lifelong             4.1               3.g., 3.i.            1      3
   Paper (Key       Learner              4.2                                     2      4
   Assignment)                                                                   3      5
                                                                                 5
   Threaded         Critical Thinker     1.3       1                             1      1
   Discussion       Lifelong             4.1                                     2      4
                    Learner                                                      7      5

Topics Covered Related to FEAPs:
    Assessment

                                                                                               2
      Human Development and Learning
      Learning Environments

Tentative Schedule: Refer to e-Learning page.

Texts: (None)

Grading/Evaluation System:

Course Grade Determination:

        PERCENT                          LETTER
                                         GRADE
        94 - 100                         A
        90 - 93.9                        A-
        87 – 89.9                        B+
        84 – 86.9                        B
        80 – 83.9                        B-
        77 – 79.9                        C+
        74 – 76.9                        C
        70 – 73.9                        C-
        60 – 69.9                        D
        < 60                             F


Course Requirements:

   Threaded Discussions                    100
   Theoretical Reflection Paper            100
   Field Experience Paper                  300
   TOTAL                                   500 Points


1. Field Experience: This practicum involves spending a minimum of 25 hours in a classroom.
   This can be done as part of your work if you are employed in a school or on a volunteer
   basis. You should plan on extending the 25 hours over at least 3 weeks so that you can have
   some idea of the teaching experience over time. You will spend your time in the classroom
   actively helping the teacher – not merely sitting and observing. You learn by doing, not
   watching. Your teacher will need to verify the required 25 hours over at least 3 weeks and
   describe your role during that time. If you do not spend a minimum of 25 hours in the
   classroom you will not pass the course. Students in the 3T program are required to spend
   additional hours in the classroom coinciding with the Santa Rosa County School District
   academic calendar year. Please consult with your 3T advisor for additional information.


                                                                                             3
2. Threaded Discussion (TDs): Students will be required to participate in group threaded
   discussions. As this course is fully online, threaded discussions are an important means to
   connect and interact with your classmates. For each TD you will be required to contribute
   at least one original post and respond to at least two of your classmates’ posts (for a
   total of three posts). You will also be responsible for reading your classmates comments
   which means you will need to visit the TD more than once. Please remember to be respectful
   in your posts. The discussion is worth 100 points.

3. Human Development Theory Reflection: Theories help us to understand human
   development and learning. For this activity you are asked to discuss how you might apply
   each of the following theories in your middle or secondary level classroom and professional
   practice: behavioral, ecological, information processing, and psycho-social. In addition,
   briefly define each theory, note contributing theorists, and describe the theoretical application
   to education. This activity is worth 100 points and will be graded using a rubric.

4. Field Experience Paper (FE) (Key Assignment): This activity is worth 300 points and will
   be graded using a rubric. The FE paper is a key assignment and will be uploaded to TK20. A
   form will be provided on e-Learning to assist you. You are also encouraged to take notes
   during your experience. Guidelines are provided below:


   Once you have completed the field experience you are asked to do the following:
   1. Name of the teacher, school, address, and telephone number.
   2. Describe how the classroom was organized and the instructional and classroom
      management systems in place. For example, what specific procedures did the teacher use
      for classroom routines (e.g. passing in papers, submitting homework, bathroom passes,
      etc.) Refer to Harry Wong’s book for more information.
   3. Describe what you contributed to the classroom related to assessment, teaching, and
      classroom management.
   4. Describe your biggest challenges, how you dealt with these challenges, and greatest
      successes during the field experience.
   5. Identify what you learned about assessment, classroom management, and how you would
      build your own classroom.
   6. Discuss the atmosphere of the classroom (e.g. Was it positive? Was there respect for
      different cultures, linguistic backgrounds, learning styles, learning abilities? Were
      comments made by the teacher positive, negative, or constructive? Did the teacher
      convey high expectations of the students, and if so, how?).
   7. Discuss aspects related to diversity and exceptional student education. For example, were
      lessons conducted that addressed various learning styles and needs? Was instruction
      differentiated?
   8. What types of technology were utilized during your observational period (i.e. high/low
      technology)?
   9. Choose two students in your classroom and compare student to the expected development
      of students of a similar age. How does the student differ from the “norm” (e.g. PEPSI
      model).

References/Bibliography: Refer to e-Learning homepage.
                                                                                                  4
Special Technology Utilized by Students:

Each UWF Student is expected to:

      Activate a UWF ArgoNet email account
      Access email two to three times weekly
      Have basic word processing knowledge
      Purchase and activate a TK20 account


Plagiarism Policy: (Word Format) | (PDF Format) | (RTF Format)

Student Handbook: (PDF Format)

Statement of the University Policy on Academic Conduct: The Student Code of Conduct sets
forth the rules, regulations and expected behavior of students enrolled at the University of West
Florida. Violations of any rules, regulations, or behavioral expectations may result in a charge of
violating the Student Code of Conduct. It is the student’s responsibility to read the Student Code
of Conduct and conduct themselves accordingly. You may access the current Student Code of
Conduct at http://www.uwf.edu/judicialaffairs.

Expectations for Academic Conduct/Plagiarism Policy: Academic Conduct Policy: (Web
Format) | (PDF Format) (RTF Format)

Assistance: Students with special needs who require specific examination-related or other
course-related accommodations should contact the Student Disability Resource Center (SDRC),
sdrc@uwf.edu, 850.474.2387. SDRC will send an email to the instructor that specifies any
recommended accommodations.

UWF TurnItIn notice: UWF maintains a university license agreement for an online text
matching service called TurnItIn. At my discretion I will use the TurnItIn service to determine
the originality of student papers. If I submit your paper to TurnItIn, it will be stored in a
TurnItIn database for as long as the service remains in existence. If you object to this storage of
your paper:

   1. You must let me know no later than two weeks after the start of this class.
   2. I will utilize other services and techniques to evaluate your work for evidence of
      appropriate authorship practices.

Syllabus Notice of Change: Although this syllabus is intended for multiple audiences and
incorporates the minimum course criteria, the content of this syllabus may change based on
individual instructor’s specifications. Any modifications to this syllabus will be announced
during the first week of the semester.

8/23/2012

                                                                                                      5