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Early Childhood Education

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									Early Childhood Education
 Metropolitan Community College

   Practicum Manual
           2009 - 2010




    Adapted from the Nebraska Community College
       Early Childhood Education Partnership
                             Faculty and Administration


Full-Time Faculty

      Elizabeth Brewer (ebrewer@mccneb.edu) ........................................... 457-2890
            Early Childhood Education Instructor and Practicum Instructor
                   B.S., University of Texas at Austin


      Kathryn Halverson-Rigatuso (khalverson@mcceb.edu) ..................... 457-2282
            Early Childhood Education Instructor and Practicum Instructor
                   M.A., University of Nebraska-Lincoln
                   B.A., Arizona State University


      Mary Leidy (mleidy@mccneb.edu) ........................................................ 457-2212
            Early Childhood Education Instructor and Practicum Instructor
                   M.S., University of Nebraska-Lincoln
                   B.S., University of Nebraska-Lincoln



Support Staff

      Jahnie Bartlett (jmbartlett@mccneb.edu) ............................................. 457-2610
            Early Childhood Education Faculty Secretary
                   A.A.S. Metropolitan Community College



Administration

      M. Jane Franklin (jfranklin@mccneb.edu)............................................. 738-4545
            Dean of Social Science
            M.A., McGill University
            M.A. Ed., Iowa State University
            B.Ed., B.Ph. Ed., Brock University




                                                 2
                                                    Table of Contents
EARLY CHILDHOOD PROGRAM PRACTICUM ........................................................... 4
  Overall Goals........................................................................................................................... 4
  Prepracticum ............................................................................................................................ 4
DEGREE AND CERTIFICATE REQUIREMENTS .......................................................... 5
  Associate in Applied Science Degree ...................................................................................... 5
  Certificate of Achievement ....................................................................................................... 5
INFANT/TODDLER PRACTICUM .................................................................................. 6
  Course Objectives and Competencies ..................................................................................... 6
PRESCHOOL/SCHOOL-AGE PRACTICUM .................................................................. 7
  Course Objectives and Competencies ..................................................................................... 7
STUDENT TEACHING PRACTICUM ............................................................................. 8
  Course Objectives and Competencies ..................................................................................... 8
PRACTICUM APPLICATION PROCESS ....................................................................... 9
  Procedures For Online Applications ......................................................................................... 9
  Forms Required Prior To Practicum Placement ..................................................................... 10
  Insurance ............................................................................................................................... 10
PRACTICUM SITE SELECTION .................................................................................. 11
UTILIZATION OF STUDENTS AT PRACTICUM SITES .............................................. 11
PLACEMENT OF STUDENTS AT PRACTICUM SITES .............................................. 11
  Practicum Time Commitment and Credit Hours ..................................................................... 12
  Responsibilities of Practicum Participants .............................................................................. 12
  Role of the Community College Early Childhood Education Practicum Instructor ................... 12
  Practicum Experience at Current Worksite ............................................................................. 13
PROFESSIONAL ETHICS AND EXPECTATIONS ...................................................... 13
  Faculty Review Committee ..................................................................................................... 14
  Self Disclosure ....................................................................................................................... 14
  Registry Checks and Release of Information Forms............................................................... 14
ASSIGNMENTS, GRADES AND ACCOUNTIBILITY ................................................... 14
  Assignments .......................................................................................................................... 14
  Grades ................................................................................................................................... 14
  Achievement and Behavior .................................................................................................... 15
  Accountability and Absences ................................................................................................. 15
  Dress Requirements/Recommendations for Practicum Students ........................................... 15
  Sanitation Guidelines ............................................................................................................. 15
ENDING PRACTICA ..................................................................................................... 16
  Practicum Termination ........................................................................................................... 16
  Warning ................................................................................................................................. 16
  Removal from Practicum Site ................................................................................................. 16
  Substance Abuse ................................................................................................................... 17
  Termination From Practicum Experience ............................................................................... 17
GETTING THE MOST OUT OF YOUR PRACTICUM/LAB EXPERIENCES ................ 18
APPENDIX .................................................................................................................... 20

                                                                      3
Early Childhood Education Program Practicum History

The Early Childhood Education programs became part of the community college system in
1974. The Early Childhood Education practicum experiences have occurred in both college
based child care laboratories and in child care centers and homes across Nebraska. Currently
students will participate in a variety of early childhood field experiences. One practicum will
focus on infants and toddlers and one will focus on preschool and school-age children, and one
will be with an age group of the student’s choice.

EARLY CHILDHOOD PROGRAM PRACTICUM

Practicum courses are an important requirement of the Early Childhood Education program.
Practicum provides students with experiences working with children and adults within a
supervised framework in the early childhood field. Practicum courses are arranged in a series,
to provide students with broad experiences in working with preschool, infants and toddlers and
school-age children.

Students may enroll in the infant toddler practicum course after completing the Prepracticum
(ECED 1220). Students must also have completed (ECED 1150, ECED 1060, ECED 1110)
courses.

The Prepracticum course ECED 1220 will help provide an overview of the requirements of
practicum and the forms that must be completed prior to practicum. The course will also review
responsibilities of practicum students, and how students will be placed and evaluated during
practicum. Students will complete an application for practicum so that appropriate placements
can be made for the student.

Students may enroll in the preschool/school-age practicum course after completing courses
ECED 1110, ECED 1120, ECED 1050 and ECED 1221. ECED 1230 can be taken concurrently
or have been completed earlier.

Overall Goals for Practicum Students

      Demonstrate how to be a professional early childhood teacher/caregiver.
      Apply supervisory skills with children in a manner that ensures the children’s safety.
      Demonstrate how to facilitate the teacher’s lesson plans.
      Use skills that are positive and developmentally appropriate with young children.
      Plan and implement developmentally appropriate experiences for young children.
      Plan and implement developmentally appropriate activities for young children.

Prepracticum Course (ECED 1220) 1.5 Credit Hours

This course is designed to provide an orientation to practicum experiences in the Early
Childhood Education Program. Students will understand childcare licensing requirements for
their state, obtain a current health report and have their names cleared through appropriate
background checks. Students will understand practicum expectations and responsibilities,
methods of evaluation and the importance of professionalism in the workplace.




                                                4
DEGREE AND CERTIFICATE REQUIREMENTS

Associate in Applied Science Degree

The Early Childhood Educator Program prepares the student for employment as a head teacher
or director of childcare facilities. Learning opportunities center around curriculum planning,
managing and teaching within a childcare facility. Skills essential to working with parents and
children in a variety of settings and activities are stressed.

Major Requirements for Early Childhood Educator

        ECED      1050      Expressive Arts                                     4.5
        ECED      1060      Observation, Assessment and Guidance                4.5
        ECED      1110      Infant/Toddler Development                          4.5
        ECED      1120      Preschool Child Development                         3.0
        ECED      1150      Introduction to Early Childhood Education           4.5
        ECED      1160      Early Language and Literacy                         4.5
        ECED      1220      Prepracticum                                        1.5
        ECED      1221      Infant/Toddler Practicum                            3.0
        ECED      1230      School-Age Child Development                        3.0
        ECED      1240      Preschool Age/School Age Practicum                  3.0
        ECED      1260      Children’s Health and Nutrition                     4.5
        ECED      2050      Children with Exceptionalities                      4.5
        ECED      2060      Early Childhood Education Curriculum Planning       4.5
        ECED      2070      Family and Community Relations                      4.5
        ECED      2080      Advanced Child Development                          4.5
        ECED      2090      Early Childhood Student Teaching Practicum          6.0
        ECED      2095      Current Topics in Early Childhood Education         4.5
        ECED      2450      Administration of Early Childhood Education         4.5
                            Programs
                                                         Total Credit Hours    73.5


Certificate of Achievement
The Early Childhood Educator – Assistant Program provides training/learning opportunities for
paraprofessionals that assist head teachers in carrying out various responsibilities. These
responsibilities include planning and organizing activities used in the care of young children.


Major Requirements for Assistant Teacher Certificate

        ECED      1050      Expressive Arts                                     4.5
        ECED      1060      Observation, Assessment and Guidance                4.5
        ECED      1110      Infant/Toddler Development                          4.5
        ECED      1120      Preschool Child Development                         3.0
        ECED      1150      Introduction to Early Childhood Education           4.5
        ECED      1220      Prepracticum                                        1.5
        ECED      1221      Infant/Toddler Practicum                            3.0
        ECED      1230      School-Age Child Development                        3.0
        ECED      1240      Preschool Age/School Age Practicum                  3.0
        ECED      1260      Children’s Health and Nutrition                     4.5
                                                         Total Credit Hours    36.0




                                                5
INFANT/TODDLER PRACTICUM

Students will apply for the infant/toddler practicum while taking the Prepracticum course (ECED
1220). (Note: The Prepracticum is taken only once.) In order to be eligible for the infant/toddler
practicum students must have completed Infant/Toddler Development (ECED 1110),
Observation, Assessment & Guidance (ECED 1060), and Intro to Early Childhood Education
(ECED 1150) with a grade of “C” or above, or anticipate completing the course with a grade of
“C” or above. Students must also have an overall grade point average of 2.0 to be considered
eligible for practicum. Students also need to have a health form completed.

Course Objectives and Competencies for Infant/Toddler Practicum
(ECED 1221)

       The students will:
       1.   Demonstrate how to be a reliable early childhood caregiver and educator.
       2.   Recognize the developmental stages of children from birth-36 months of age.
       3.   Recognize the necessary components of a developmentally appropriate infant/
            toddler environment.
       4.   Identify appropriate guidance/interaction techniques to use with young children.
       5.   Describe the various methods of observation and the guidelines associated with
            each method.
       6.   Implement and analyze various observation techniques with children birth-36
            months of age.
       7.   Apply early childhood supervisory skills in a manner that ensure the children’s
            health, safety and overall well being.
       8.   Demonstrate the ability to support and facilitate the caregiver/teacher’s curriculum
            plans and to assist in the early childhood practicum setting.
       9.   Help develop and implement appropriate curriculum plans for children birth-36
            months of age.
       10. Demonstrate the ability to follow policies, regulations and routines of the early
            childhood setting and/or the supervising college program.
       11. Demonstrate the ability to practice professional ethics and integrity.
       12. Develop appropriate communication skills with peers, staff, parents, and children.
       13. Develop an awareness and appreciation of individual likenesses and differences
            among children, families and colleagues.

       Competencies:
       1.  Demonstrate through attendance, timeliness and professionalism that he/she
           shows commitment to the profession/program.
       2.  Assess the developmental stages of children using an appropriate instrument for
           children from 6 weeks to 36 months of age.
       3.  Analyze the infant/toddler environment in relation to the Infant/Toddler Environment
           Rating Scale (ITERS) criteria.
       4.  Journal and reflect on guidance/interaction techniques used at the cooperating site.
       5.  Complete child observations, using a variety of techniques appropriate for children
           from birth-36 months.
       6.  Analyze the results of various observation techniques used with children from birth-
           36 months.
       7.  Assist cooperating teacher/caregiver in managing the early childhood environment
           to promote health, safety, and emotional well-being of each child.
       8.  Carry out and implement curriculum plans established by the cooperating teacher.
       9.  Plan and implement developmentally appropriate learning experiences for infants
           and toddlers.
       10. Follows policies, regulations and routines in the early childhood setting and of the
           supervising college.

                                                6
       11.   Reflect on professional behaviors, attitudes, and ethics involved in working with
             young children, their parents, and other staff members.
       12.   Demonstrate ability to communicate with peers, staff, parents, and children.
       13.   Journal and reflect on the importance of valuing and respecting each person as an
             individual.

PRESCHOOL/SCHOOL-AGE PRACTICUM

Students will apply for the Preschool/School-Age Practicum while taking the Prepracticum
(ECED 1220). (Note: Prepracticum seminar is taken only once.) In order to be eligible for the
Preschool/School-age Practicum students must have completed Preschool Child Development
(ECED 1120) School-Age Child Development (ECED 1230), Observation, Assessment, and
Guidance (ECED 1060) and the Pre-Practicum Seminar (ECED 1220). Students must complete
all of these courses with a grade of “C” or above, or anticipate completing the course with a
grade of “C” or above. Students must also have an overall grade point average of 2.0 to be
considered eligible for practicum. Students also need to have a health form completed.

Course Objectives and Competencies for Preschool/School-Age Practicum
(ECED 1240)

The students will:
       1.   Demonstrate how to be a dependable early childhood caregiver and educator.
       2.   Recognize the developmental stages of children from three to eight years of age.
       3.   Recognize the necessary components of a developmentally appropriate
            preschool/school age learning environments.
       4.   Identify appropriate guidance/interaction techniques to use with young children.
       5.   Describe the various methods of observation and the guidelines associated with
            each method.
       6.   Implement and analyze various observation techniques to use with children from
            three to eight years of age.
       7.   Apply early childhood supervisory skills in a manner that ensures the children’s
            health, safety, and overall well being.
       8.   Demonstrate the ability to support and facilitate the caregiver/teacher’s curriculum
            plans and to assist in the early childhood practicum setting.
       9.   Help develop and implement appropriate curriculum plans for children from three to
            eight years of age.
       10. Demonstrate the ability to follow policies, regulations and routines of the early
            childhood setting and/or the supervising college program.
       11. Demonstrate the ability to practice professional ethics and integrity.
       12. Develop appropriate communication skills with peers, staff, parents, and children.
       13. Develop and awareness and appreciation for individual likenesses and differences
            among children, families and colleagues.

Competencies:
     1.    Demonstrate through attendance, timeliness and professionalism that he/she takes
           the practicum experience seriously.
     2.    Assess the developmental stages of children using an appropriate instrument for
           children from three to eight years of age.
     3.    Analyze the preschool/school-age environment in relation to the Early Childhood
           Environment Rating Scale (ECERS-R) or the School-Age Care Environment Rating
           Scale (SACERS).
     4.    Journal and reflect on guidance/interaction techniques used at the cooperating site.
     5.    Complete child observations, using a variety of techniques appropriate for children
           from three to eight years of age.
     6.    Analyze the results of various observations techniques, used with children from
           three to eight years of age.
                                               7
       7.    Assist the cooperating teacher/caregiver in managing the early childhood
             environment to promote health, safety, and emotional well-being of each child.
       8.    Carry out and implement curriculum plans as established by the cooperating
             teacher.
       9.    Plans and implements developmentally appropriate learning experiences for
             children from three-eight years of age.
       10.   Follows policies, regulations and routines in the early childhood setting and of the
             supervising college.
       11.   Reflect on professional behaviors, attitudes, and ethics involved in working with
             young children, their parents, and other staff members.
       12.   Demonstrate ability to communicate with peers, staff, parents, and children.
       13.   Journal and reflect on the importance of valuing and respecting each person as an
             individual.

STUDENT TEACHING PRACTICUM

Students will apply for the Early Childhood Education Student Teaching Practicum after
completing the two previous practica. Students must complete the two previous practica
courses with a grade of “C” or above in order to take this practicum experience. Students must
also have an overall grade point average of 2.0 to be considered eligible for practicum. Students
also need to have a health form completed and current CPR and First Aide training.

Course Objectives and Competencies for Student Teaching Practicum (ECED 2090)

The student will:
       1. Demonstrate how to be a dependable early childhood caregiver and educator.
       2. Practice positive communicate with adults: site supervisor, site personal, parents
           and college practicum supervisor.
       3. Recognize the necessary components of a developmentally appropriate program
           during this practicum.
       4. Identify appropriate guidance/interaction techniques to use with young children.
       5. Assist cooperating teacher/caregiver in managing the early childhood environment
           to promote health, safety, cognitive development and emotional well being in young
           children
       6. Carry out and implement curriculum plans established by the cooperating teacher.
       7. Plan and implement developmentally appropriate learning experiences.
       8. Help maintain and modify the learning environment.
       9. Plan and implement developmentally appropriate class management experiences.
       10. Experience adapting the environment to meet the individual needs of children.
       11. Practice reflecting upon one's own experiences in order to grow professionally.
       12. Follows policies, regulations and routines in the early childhood setting and of the
           supervising college.
       13. Demonstrate the ability to practice professional ethics and integrity.
       14. Develop an awareness and appreciation of individual likenesses and differences
           among children, families and colleagues.

Competencies:
     1. Demonstrate through attendance, timeliness and professionalism that he/she shows
         commitment to the profession/program.
     2. Demonstrate appropriate adult to adult interactions by maintaining positive and
         appropriate communication with parents, on-site personal and college practicum
         supervisor.
     3. Contribute appropriate materials and provide experiences which foster
         developmentally appropriate environment for young children.
     4. Reflect on guidance/interaction techniques of self and used at the cooperating site.

                                                8
       5. Assist cooperating teacher/caregiver in managing the early childhood environment to
           promote health, safety, emotional well-being and cognitive development of each
           child.
       6. Carry out and implement curriculum plans established by the cooperating teacher.
       7. Plan experiences in a variety of developmental/curriculum areas with foster
           development of young children.
       8. Assist cooperating teacher is maintaining and planning the environment and
           contribute to at least one learning area of the room.
       9. Plan and implement a minimum of two management techniques.
       10. Through informal assessment, adapt the environment to meet the needs of individual
           children.
       11. Reflect on one's own experiences on a regular basis.
       12. Follows policies, regulations and routines in the early childhood setting and of the
           college.
       13. Reflect on professional behaviors, attitudes, and ethics involved in working with
           young children, their parents and other staff members.
       14. Demonstrate respect and positive interactions with each person as an individual.


PRACTICUM APPLICATION PROCESS

Annual Practicum Application Deadlines


                      July 20 ................................. Fall Quarter
                      October 20 .......................... Winter Quarter
                      January 20 .......................... Spring Quarter
                      April 20 ................................ Summer Quarter



Procedures For Online Application

To apply for practicum go to http://www.mccneb.edu/ecp, click on getting started, print out the
application and complete it. You will need to access Web Advisor in order to print an Academic
Progress Report (APR). Highlight or check all course prerequisites completed for the chosen
practicum level. Attach the APR to the application and return it to Jahnie Bartlett at the Fort
Omaha Campus, Bldg 5, Room 209. If you have any questions or concerns, please
call 457-2610.

After your application has been reviewed, you will receive an email or call advising you as to
your acceptance into Practicum. At that time, you will need to print the pre practicum
forms. Click on “Pre-Practicum Forms” to access these forms. Please print, complete, and
return all forms to Jahnie as soon as possible.

When your completed forms have been received, an instructor will contact you about your
placement and orientation meeting. Use of this website for the syllabus and other practicum
forms will be reviewed in your orientation.




                                                   9
Forms Required Prior To Practicum Placement

Students may participate in practicum when the following forms have been completed and
returned to the practicum instructor:

1. Application for Practicum Placement

2. Lab/Practicum Policy Statement
   Students must review and sign the lab/practicum policy statement. The statement clarifies
   student responsibilities in order to participate in practicum and during the practicum.

3. CPR and First Aid
   Students enrolled in practicum must provide current CPR and First Aid certification.

4. Health Form
   Students taking ECED 2090 are required to complete a current health form according to the
   Department of Health and Human Services licensing regulations. Health form can be found
   at: http://www.hhs.state.ne.us/crl/childcare/hlthrpt.pdf.

5. Other Required Forms
   Students may also need to have other forms completed as required by the practicum site,
   the degree granting institution, and or state statute.

6. Release of Information Form
   The form allows the practicum instructor to share information about the student with the site
   supervisor.

7. Emergency Numbers Form
   Student will complete form listing family and doctor that should be contacted if an
   emergency arises at a practicum site.

8. Notification that Student is Aware of Licensing Requirements
   Specifically, the student needs to be aware of the statement concerning treatment of
   children.

Students may also be required to complete criminal records checks. Form for criminal records
check can be found at: http://www.hhs.state.ne.us/crl/childcare/felmisstat.pdf.

Some of the forms can be found in Appendix A

Insurance

Students may be charged an annual fee to cover liability insurance while participating in the
practicum.




                                               10
PRACTICUM SITE SELECTION

Students will complete practica in a variety of settings. All sites are to be approved by the
practicum instructor after a preliminary visit is made. During the visit the purpose of the
practicum is explained to the person primarily in charge of the site.

The Early Childhood Program tries to select sites that:
    Serve a variety of ages of children
    Serve children both with and without disabilities.
    Are willing to help foster skills of volunteers who are training to be professionals in the
      field of early childhood education program.
    Serve children with diverse backgrounds.

Practicum experiences may be at public schools, Head Start programs, early childhood
programs operated by faith-based organization, and non-profit and for-profit early childhood
programs.

UTILIZATION OF STUDENTS AT PRACTICUM SITES

Practicum students are to serve as support help to the employed staff at the site.

            Practicum students are not to be responsible for groups of children
                           unless the paid staff is in the room.

The site is encouraged to allow the student to be responsible for groups of children for short
periods of time under the supervision of the teacher. When a student is placed at a practicum
site the requirements for that student will be presented at the beginning of their practicum
placement.

An on-site supervisor will need to sign off to ensure practicum requirements have been
completed. The on-site supervisor will also help evaluate the students at the end of the
quarter/semester. Practicum students develop their skills with the help of leaders/teachers who
are skilled and confident in evaluating and demonstrating proficiency to students. The
supervisor needs to realize that with guidance all students can improve their skills.

PLACEMENT OF STUDENTS AT PRACTICUM SITES

As mentioned previously, early childhood education students must have completed ECED 1220
prior to their infant/toddler practicum. Students must complete ECED 1120, ECED 1230, ECED
1060, and ECED 1220 prior to their preschool/school-age practicum.

Early childhood education students must have completed the two previous practica to
participate in ECED 2090. All courses must be completed with a grade of “C” or better in order
to be placed in practicum. Students must also have an overall grade point average of 2.0. This
is to insure that students have a successful experience and possess the skills necessary to
present a positive image of the college.

Placement of students at practicum sites will be a collaborative experience between the student
and the practicum supervisor. In the event the practicum sites are limited the decision of the
practicum placement may need to be made by the practicum supervisor. Once a student is
given a placement it is up to the student to introduce him/herself to the director of the program
and agree upon specific procedures to be followed and times to be worked.

Students are required to do one practicum at a site other than their current place of
employment.

                                                 11
Practicum Time Commitment and Credit Hours

ECED 1221              3 quarter credit hours/2 semester credit hours

Work with infants a minimum of 45 hours and toddlers a minimum of 45 hours. Practicum will
include a total of 90 hours.

ECED 1240              3 quarter credit hours/2 semester credit hours

Work with preschool children a minimum of 45 hours and school-age children a minimum of 45
hours. Practicum will include a total of 90 hours.

ECED 2090             6 quarter credit hours
Work with children a minimum of 180 hours with the age group selected by the student.

Responsibilities of Practicum Participants

‫ ٭‬Students are to have an initial interview with the site director in which the students find out
policies and procedures and receive an orientation to the program. Exact hours will be arranged
and assignments to classroom or classrooms will be made.
‫ ٭‬Students are to call the practicum site about absences and to also leave a message for the
practicum instructor at school, and if no one answers the phone, the students is to leave a voice
mail message for the practicum instructor.
.rennam ylemit a ni stnemngissa etelpmoc ot era stnedutS ‫٭‬
tcudnoc fo sedoc lanoisseforp wollof ot era stnedutS ‫. ٭‬
‫٭‬Students will keep practicum supervisor informed of planned experiences.

Role of the Community College Early Childhood Education Practicum Instructor

The early childhood education practicum instructor will monitor each practicum student in a
manner that will foster growth for the student. Each student will help the practicum instructor
formulate appropriate goals for the student that will lead toward skills that will enable the student
to function as a teacher in an early childhood program. The practicum instructor will try to place
students in programs that meet the goals of the students.

Generally, a minimum of two visits or consultations will be made between the practicum student
and practicum instructor. Students are to notify the practicum instructor when experiences are
planned, so the practicum instructor can observe or arrange for observation of the student
during the experience. Lesson plans are to be shown to practicum instructors before activities
are done.

The practicum instructor should be informed if problems arise at practicum sites. If appropriate
the practicum instructor will try to visit or consult with the on-site supervisor about the situation.




                                                  12
Practicum Experience at Current Worksite

Students must complete one practicum at a site other than the one in which they are employed.
Students may complete part of their practicum experiences at their current place of employment
under the following conditions:

     The place of employment is willing to cooperate with the practicum supervisor and sign
      a practicum agreement.
     A staff member at the worksite is qualified and willing to supervise the experience.
     The place of employment is utilizing interest centers and developmentally appropriate
      practices.
     The student understands that he/she must work at least at one other site in the
      community.

PROFESSIONAL ETHICS AND EXPECTATIONS

Students represent the early childhood education program at the community college when they
are at practicum sites. Students are expected to exhibit behavioral appropriateness such as:

      Observe professional discretion and confidentiality with families, staff and site.
      Follow standards, expectations and chain of command at site and/or school.
      Maintain dependability in attendance and punctuality.
      Maintain employment practices, such as calling when sick.
      Deal with conflict in a professional manner
      Be responsible for arranging own emergency transportation and child care.
      Keep all personal problems private during the day.
      Practice good health, hygiene and safety standards.
      Expect to do routine care and tasks; this is part of early childhood teaching.
      Use appropriate language and grammar.
      When in doubt about the value of a decision, put the child’s welfare first.
      Get to know the children and their names as soon as possible. Learn the correct
       spelling.
      Gain confidence in your ability to guide the children.
      When you need help, ask for it and don’t worry over mistakes.
      Always know how many children are in your group or class and constantly be aware of
       where they are and what they are involved in.
      Take action in unsafe situations immediately, be alert to the entire room.
      Take part physically and verbally.
      When speaking or interacting with children, get down on their level. Look children in the
       eye when speaking to them. Do not shout or speak to them from across the room.
      Explain to the child what to do, rather than what not to do.
      Displaying teacher designed models, having teachers’ drawings or paintings inhibit
       children’s creativity. Please allow and encourage their individual creativity.
      Remember the most difficult child needs love and guidance the most. Children want
       what we want---love, approval, recognition and success.
      Recognize stress and deal with it as effectively as possible.
      A sense of humor and a smile are important teacher tools.
      Make it apparent you enjoy working with children by your ENTHUSIASM, facial
       expression and body language!




                                               13
Faculty Review Committee

The ECED program maintains a faculty review committee. The committee is composed of the
full-time ECED faculty and Dean for Social Sciences. The purpose of the committee is to
monitor the progress of students in the programs. The committee is most concerned about the
behavior, development and improvement of students in the program. Students may be referred
to the committee by faculty in or outside of the program and/or by on-site supervisors for
practicum. The student meets with the committee and may include the referring person(s). The
committee may make recommendations that include: specific course work, suspension from the
program for a specified period of time with specific contingencies to be completed before
continuing in the program, involvement in available community services, and/or services through
the College, and suspension from the program. The procedure for the determination of
sanctions as outlined by the College's student conduct guidelines is followed. The committee
has met with students and made recommendations that have resulted in positive and successful
outcomes.

Self Disclosure
It is important for students who are planning to enter an early childhood education career to
learn the basic skills and techniques associated with the process of appropriate self-disclosure.
Classroom settings are for educational processes. Therefore, students and faculty are
encouraged to display only the level of self-disclosure that is appropriate to a learning
environment. In addition, self-disclosure is what others need to know.

In no case should a student’s grade be affected by the level of self-disclosure demonstrated. It
is not appropriate to use confrontation or peer pressure to compel students to self-disclose
beyond the level at which they feel comfortable.

Registry Checks and Release of Information Forms
All students who apply for the program must complete consent for release of information forms.
Each student completes forms for the Nebraska Department of Health and Human Services
Child and Adult Abuse and Neglect General Register. Students complete a release of
information form for Metropolitan Community College. The Metropolitan Community College
release of information form permits ECED to discuss practicum placements with potential sites.

The practicum acceptance, referral, and placement will be delayed or denied if the registry
check(s) is/are returned with a notice that a “report was found”. Acceptance to the program will
be affected by the registry check report. Acceptance may be delayed or denied. The
issue/concern must be resolved prior to consideration for acceptance for the program and
acceptance for practicum.

ASSIGNMENTS, GRADES AND ACCOUNTABILITY

Assignments
During the pre-practicum seminar or orientation the exact requirements for each practicum are
given. Students will be given specific assignments and projects to be completed with children.
Students must complete assignments in a satisfactory manner and by any deadline given at the
beginning of the quarter.

Grades
Grades will be a result of the evaluation of the practicum site and the practicum instructor, but it
is the discretion of the practicum instructor to determine the final grade based upon the grades
and judgment of the instructor. Please refer to syllabus for specific requirements.


                                                 14
Achievement & Behavior
Students must demonstrate appropriate behavior and satisfactory academic achievement
(grade "C" or better) for each course. Behavior that interferes with a student's ability to benefit
from or contribute to a positive practicum experience and/or prevents a student from dealing
effectively with staff and children is considered to be inappropriate. Behavior that interferes
and/or impairs learning in the classroom will be considered inappropriate. In such cases, the
issue will be brought to the student's attention and such behavior must be resolved before
participation in practicum is allowed. Should such issues emerge during a practicum course,
the practicum supervisor may recommend appropriate corrective action, depending on the
seriousness of the situation.

Unsatisfactory class work performance (below "C" in any required course in the specific
program) will result in the student being required to retake the course until a "C" or above grade
is achieved. All students must have met all the prerequisites for and be in good academic
standing (cumulative grade point average of 2.00).

Accountability and Absences
Students must work the required hours, follow sign-in policies and get a supervisor to sign
attendance sheet verifying the time. The practicum instructor will check with the practicum sites
on the dependability of the students. Absences must be made up in a timely manner.

Dress Requirements/Recommendations for Practicum Students
As a student in Early Childhood Education, you will want to present a positive image for the
community college and for yourself by being in professional dress that is appropriate for your
assignment, position and the season. Check with the person in charge at your site as to their
standards of dress and staff requirements. Students are expected to comply with dress codes of
their degree granting program and of the practicum site. Keep in mind that any one of these
sites could be a future place of employment. A name tag may be required by the practicum site.

The following are unacceptable at any site:
    Bare mid-drifts
    Sweat or wind pants
    Short dresses or short shorts
    Casual sweatshirts or t-shirts
    Smell of smoke
    Low necklines or low rise pants
    Hats or baseball caps (while indoors)
    Chewing gum or smoking at or near site
    Cell phones, pagers and personal calls
    Inappropriate slogans or advertisements
    Any visible body art or piercing except earrings

Sanitation Guidelines
In order to contain the spread of germs and disease, regular hand washing is needed. Students
should wash their hands with soap and water at the following times:
     On arrival/departure
     Before handling food
     Before/after eating
     After each bathroom use-yours or child’s
     After wiping any nose-yours or child’s
     After assisting with any open injury
     After handling animals



                                                 15
ENDING PRACTICA

Practicum Termination

1. Reasons for discharge from practicum include the following:
   a. Breaking confidentiality.
   b. Displaying inappropriate or unprofessional behavior.
   c. Use of illegal chemical substances or alcohol.
   d. Not meeting the site's policies and procedures.
   e. Violations of professional code of ethics.
   f. Unsatisfactory performance/evaluations as determined by the practicum supervisor
      and/or MCC practicum supervisor
   g. Excessive absences at the practicum site and/or practicum classroom sessions
      (seminars)
   h. Violation of the practicum agency/organization’s and/or Metro’s policies and procedures
   i. Violation of standards of practice consistent with the profession including:
         i. Maintaining accurate records and reports
        ii. Appropriate and professional clothing
       iii. Using appropriate language and behavior
       iv. Adherence to code of ethics, relevant laws, and agency policy
        v. Use of alcohol or other mood altering, non-prescription drugs prior to or at a class or
            practicum site.

2. Withdrawal from practicum
   Once a student has been placed at the practicum site, withdrawal from the course, which
   will result in a grade of “W” on the student’s transcript, may be made by the practicum
   supervisor. The withdrawal requires coordination with the on-site practicum supervisor

3. Termination from practicum
   A student who is terminated from the practicum site by the site or practicum Supervisor will
   receive a grade of “F”. The student will not be referred to another site for the remainder of
   the quarter. The student will be required to meet with the ECED Faculty Review Committee
   for review and consideration of a referral for a subsequent practicum.

4. Termination from practicum is not limited to the listed factors.

5. The practicum supervisor assigns the grade for practicum courses.

Warning

Students will be given an official “warning” if they are found in violation of any of the professional
ethics and expectations found in this practicum manual. A written report will be prepared and
made a part of the student’s file. The student will be notified of the “warning” and given a copy of
the report. If more than one warning is given to the student refer to the section on Termination
from Practicum Experience.

Removal from Practicum Site

Students who are asked to leave a practicum site by a site coordinator will be given a “warning”.
The student will be withdrawn from the practicum site (sites) for a minimum of one week. A
department meeting will be held to determine if the student will be allowed to be placed at
another site. The student also might be given an “incomplete” and allowed to complete the
course the following quarter/semester. Supervisors will communicate clearly with students if any
such action is taken.

                                                 16
Substance Abuse

If it is determined that a practicum student has inappropriately used alcohol or other non-
prescription drugs in such a way as to adversely affect the practicum experience, he/she will
automatically be suspended from his/her practicum class and may receive a grade of "F" for the
course. The student will be referred to the faculty review committee if circumstances appear to
warrant further disciplinary action and/or referred to the Director of Student Services’ office for
appropriate action (see College's Guidelines for Student Conduct).


Termination from Practicum Experience

Students will be terminated from practicum experiences under the following conditions:

    Receiving a second warning
    Violation of practicum site or degree program policies that would result in termination
     from that job site and a department decision not to reassign a student to a new site.
    False documentation of attendance.
    Reasons listed on page 16

Students terminated from a practicum experience will be allowed to take early childhood
education courses other than ECED 1221 and ECED 1240. After a wait of one year a student
may apply for readmission to participate in practicum experiences and the full-time faculty will
make the decision.


Conclusion

The Early Childhood Education Manual is intended to serve as a framework for successful
experience in the program. Despite efforts to be inclusive, some questions may have been
overlooked. In all cases, the colleges’ goals will be to promote the education progress of the
student within the guidelines of the early childhood education programs at Nebraska community
colleges.




                                                17
                      GETTING THE MOST OUT OF YOUR
                       PRACTICUM/LAB EXPERIENCES
        (Adapted from “Student Teaching: Early Childhood Practicum Guide”)


1.    Examine your attitude and decide you are going to expend every effort to learn new
      skills. Risk trying new ways and making mistakes. Communicate your desire to be given
      added and more challenging responsibilities. Welcome and encourage feedback from
      those supervising your.

2.    When in doubt ask questions. Select the time and place most convenient for your site or
      college supervisor or write questions down for them if conferencing is immediately
      impossible. Be willing to come early or stay late.

3.    Being professional involves a timely arrival and telephone calls when you need to be late
      or absent. Inform your college supervisor of field trips, testing, or special events when
      his or her observation of your work would not be possible. Your dress, personal
      appearance and manner represent your professional image.

4.    Make decisions using your best judgment. Seek clarification if you are uncertain of rules
      or expectations.

5.    Realize the cooperating teacher’s first priority is the needs, safety and welfare of
      children. You are an added responsibility. Be aware there are times when the
      cooperating teacher cannot focus on your concerns.

6.    See what needs to be done and do it without waiting for directions. Observe and study
      the children, program, and environment. Familiarize yourself with all aspects of the
      situation. Know where equipment and materials are stored. Be alert to daily schedules
      and routines.

7.    See yourself as a needed assistant being increasingly responsible and alert to where
      you are most necessary.

8.    Be friendly, learn names, and fit into classroom life quickly by being helpful and sensitive
      to school staff members.

9.    Watch teacher skills, techniques, and behaviors with children and parents. Try to
      identify the goals of instruction behind works and actions.

10.   Avoid socializing with other adults during work periods and instead be watchful
      observant, and ready to learn from children and classroom situations. Scan the area;
      develop “eyes in the back of your head”. When sitting, choose positions that allow the
      best classroom views.

11.   Remain nonjudgmental when site politics are present. Try to inwardly evaluate staff
      conflicts. Discuss with your college supervisor your position as a “fence sitter” who
      avoids taking sides if a difficult situation or power struggles between adults arise.

12.   When viewing new techniques or methods, remain open-minded and reflective. If ethics
      are involved, ask for a college supervisor consultation quickly.

13.   Receive input from supervisors with the belief that both compliments and suggestions for
      growth will enable you to become a more skilled and valuable early childhood educator.

                                               18
19
                              COOPERATIVE EDUCATION/INTERNSHIP EMPLOYER EVALUATION OF STUDENT
                                     The employer will be sent this form at the end of the Cooperative Education experience.

Student:                                Term/Date:                               Company:                                     Supervisor:

                                                                                Very               Above                               Below          Very
                                                                                                                    Average
                                                                               Satisfied          Average                             Average      Dissatisfied
 1.   Attendance & Punctuality (Consistency with attendance.)
 2.   Judgment & Common Sense (Ability to reach sound decisions,)
 3.   Attitude (Attitude toward job, supervisors, other employees.)
 4.   Quantity of Work
 5.   Quality of Work (Accuracy and thoroughness.)
 6.   Dependability (Looking for work and followed through.)
 7.   Initiative (Anticipate tasks to complete and resourcefulness.)
 8.   Cooperation (Gets along with staff and supervisor.)
 9.   Adaptability (Learns quickly, retain instruction, and follow.)
10.   Professional Demeanor (Consider appropriate for the work.)
11.   Taking everything into consideration, determine overall
      effectiveness of student’s work.

What has been the student’s greatest strength(s)? ___________________________________________________________________________________
What area(s) does the student need to improve? ____________________________________________________________________________________
Comments:


Note: As Cooperative Education is a learning program utilizing practical work experience, this evaluation form constitutes an employer’s opinion on student
progress within this educational mode and should not be used by the student as an employer reference. It is not meant for that purpose and if used as such might
detract from the educational nature of the program.

Total Hours Completed                   Discussed with Student           Not               Discussed with Student


Supervisors (Employer’s) Signature                                                         Date


Student’s Signature                                                                        Date
                                           Early Childhood Educator
                                                Technical Skills

An early childhood educator demonstrates specific skills which make them effective educators. The content in this section
is program-specific.



Please rank the student using a scale of 5 – 1: 5=outstanding and 1=poor. Circle your answer.

  1.    Creates sense of warmth and caring.                 5           4          3          2           1
  2.    Models appropriate social and classroom
        expectations such as moderate voice, respect        5           4          3          2           1
        and trust.
  3.    Gives specific feedback to child rather than
                                                            5           4          3          2           1
        saying, “Good job, Nice, Pretty.”
  4.    Demonstrates understanding of
                                                            5           4          3          2           1
        developmental level of children.
  5.    Promotes creativity by having children think
                                                            5           4          3          2           1
        and try new ideas.
  6.    Plans experiences which are new, concrete
                                                            5           4          3          2           1
        and promote learning.
  7.    Facilitates children’s problem-solving.             5           4          3          2           1
  8.    Anticipates and provides appropriate
                                                            5           4          3          2           1
        transitions.
  9.    Ability to anticipate, monitor and redirect
                                                            5           4          3          2           1
        children.
10.     Demonstrates appropriate instruction and
                                                            5           4          3          2           1
        management of small groups.
11.     Effectively plans and leads group activities.       5           4          3          2           1
12.     Works effectively with diverse populations,
                                                            5           4          3          2           1
        such as backgrounds, gender, abilities…




Return to:      Early Childhood Education Program
                Metropolitan Community College
                FOC, Bldg 5
                P.O. Box 3777
                Omaha, NE 68103-0777




                                                           21
23
                        EARLY CHILDHOOD EDUCATION PRACTICUM

                    Acknowledgement of Minimum Regulations
                             for Day Care Centers


This is to certify I,                                                have read the
                             (Please print name)
Minimum Regulations for Day Care Centers developed by the Nebraska Department of Health and
Human Services. Specifically, I have read and understand the guidelines for discipline.

Violations of the regulations may result in disciplinary action based upon each case as deemed
appropriate by the Early Childhood Education program and/or the College. Possible consequences
for violation of the guidelines are:


   Report incident to Child Protection Services, program, withdrawal from laboratory course,
    delayed enrollment in laboratory courses, suspension from the Early Childhood Program, or
    suspension from the College.
   As a student in the Early Childhood Education Program, I realize I am solely responsible for my
    behavior, not the practicum site.




Signature                                               Date




                                                   24
                        EARLY CHILDHOOD EDUCATION PRACTICUM

                                      Emergency Information



                       Your Name                                     Home Phone


                         Complete Address (including city, state & zip)



              In case of an emergency, please contact the following person or people:

1.
                          Name                                           Phone


                   Complete Address

2.
                          Name                                           Phone


                   Complete Address




                     Doctor’s Name                                       Phone

I usually go to __________________________________________________hospital.


     If I need emergency treatment, please be aware that I have the following conditions:
                 CONDITION                                    MEDICATION




                                                    25
                     EARLY CHILDHOOD EDUCATION PRACTICUM

                                    Handbook Agreement




I, _____________________________________ have read the Early Childhood
            (please print name)
Practicum Handbook and understand the procedures discussed in the Handbook.


When I am placed out in the community, I realize that I am a guest of the program and while doing
the practicum; I am a representative of the Early Childhood Program.




Signature                                                   Date




                                                 26
                             EARLY CHILDHOOD EDUCATION PRACTICUM

                                            Release Of Information


I,
                                (Practicum Student’s Name)

                    authorize Metropolitan Community College, Early Childhood Education

                                       Practicum Instructor, to disclose to

                                           Selected Practicum Site
               (Name of person or organization to which disclosure is to be made)

the following information:
          Goals for practicum experience
          Resume and reported work/volunteer experience with children
          Disclosure results of Adult/Child Abuse Registry
          Academic history

The purpose of the disclosure authorized herein is to help the practicum site better understand the practicum
student placed in this program.



                         Date                                   Signature of Participant



                                                           Signature of Parent, guardian, or
                                                  authorized representative, when required




                                                       27

								
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