EDU 175 Introduction to Profession: Early & Intervention Spring 2013 Dr. Mandy Capel Email: capelml@mountunion.

edu Office Hours: MWF 1:00-2:00 Chapman 461 Phone: (33O) 829-8159
PROGRAM THEME Caring Teachers Live What They Believe: Competent, Capable, and Caring PROGRAM MISSION STATEMENT The University of Mount Unions Teacher Education Program prepares candidates for meaningful careers in the field of education. Building upon a solid liberal arts foundation, the Teacher Education Program assists candidates in developing knowledge, skills, and dispositions necessary to become effective and caring teachers in an ever-changing society. The University of Mount Union teaching candidates are prepared to become reflective, lifelong learners. PRINCIPAL PROGRAM GOALS
1) develop an understanding of subject matter areas and create meaningful learning experiences based on this knowledge. 2) an understanding of students cognitive, social, physical, and emotional development and to create learning opportunities that support student academic development. 3) recognize and value student diversity and the differences in how students learn and provide instruction to accommodate such diversity. 5) develop pedagogical knowledge and skills and to use this expertise to encourage each student to develop critical-thinking and problem-solving skills. 6) create a classroom environment that facilitates learning and a climate that encourages fairness, positive social interactions, active learning, and selfmotivation. 9) develop skills necessary for selfreflection and to use this knowledge to analyze past experiences and to pursue professional development opportunities.

10) collaborate with students, candidates, parents, community members, and professional colleagues in order to support student learning and development.

7) develop effective verbal, nonverbal, written, technological, and media communication skills to support and enhance student learning.

11) demonstrate a sense of caring.

4) develop instructional plans based on students needs, curriculum goals and models, subject matter, and community.

8) understand the role of assessment and the use of formal and informal assessment strategies to evaluate student learning.

The Education Department will be assessing the portfolio artifacts that are required as assignments detailed in the syllabus of each course. The department will be keeping some artifacts on file to demonstrate correlation with the eleven program goals. These artifacts may be used during the evaluation process on the state and national level. If you do not wish to have your work samples placed on file for this purpose, please notify the Education Department in writing denying permission by week three of each semester. You should keep a HARD and ELECTRONIC COPY of ALL ASSIGNMENTS that you create in this course. You may wish to use them as artifacts for your final Teaching Portfolio.

REQUIRED TEXTS
Ayers, R. & Ayers, W. (2011) Teaching the taboo: Courage and imagination in the classroom. New York, NY: Teachers College Press. Hayden, T.L. (1981). Somebody elses kids. New York, NY: Harper Collins. Robinson, S.K. (2009). The element: How finding your passion changes everything. New York, NY: Penguin Group. Check UMUs Course Management System ANGEL for additional readings and information

COURSE HOURS AND ROOM

MWF 10:00-11:05 KHIC 329 MWF 11:15-12:20 CHAP 210-11

COURSE DESCRIPTION
Early Childhood and Intervention Specialist. This course is an introduction to the fields of early childhood and special education. The course focuses on philosophies, evidence-based principles, theories, relevant laws and policies, and historical and contemporary influences in each field. There is a focus on both the NAEYC and CEC standards and the candidate's definition, exploration, and evaluation of the mission to teach young children and children with exceptionalities.

ACADEMIC HONESTY
The University of Mount Union policy detailed in the 2012-2013 catalog applies to this course.

STUDENT ACCESSIBILITY SERVICES

If you are a student with a documented disability who will require accommodations in this course, please meet with Karen Saracusa, Director of Student Accessibility Services, in Room 88 Hoover-Price Campus Center, ext. 7372, for assistance in developing a plan to address your academic needs.

COURSE OBJECTIVES
Upon completion of this course, the student will demonstrate competence in the following:

Knowledge of:
Principles of child development and learning Developmentally appropriate practice Theories of development Roles and purposes of play Guidance, discipline and behavior-management system Curriculum decision making, planning and reform

Principles of multicultural education Historical and philosophical foundations of services for young children both with and without exceptional learning needs Trends and issues in early childhood and special education Law and policies that affect young children, families, and programs for young children Working with children with special needs Different types of testing and assessing childrens development The school as an institution of socialization School safety issues The role of technology in education Different instructional approaches The key forces that have shaped the history of American education The rights of students and teachers Various educational paradigms The impact of inclusion on infants, toddlers, young children, teachers, and parents Collaborative role of parents, teachers, and other professionals in meeting the needs of children Conditions necessary for effective inclusion and intervention Problems and benefits associated with early identification, assessment, and evaluation Theories of typical and atypical early childhood development. Influence of stress and trauma, protective factors and resilience, and supportive relationships on the social and emotional development of young children.

Significance of sociocultural and political contexts for the development and learning of young children who are culturally and linguistically diverse. Impact of medical conditions on family concerns, resources, and priorities.

Skills in:
Principles of child development and learning Implement developmentally and functionally appropriate individual and group activities including play, environmental routines, parent-mediated activities, group projects, cooperative learning, inquiry experiences, and systematic instruction Analytical and reflective writing Problem-solving in preparation for educational leadership roles Applying different dimensions of ethical teaching Identifying the most reliable indicators of a teacher's success with students Establishing goals stimulating child development in all areas: cognitive, physical, emotional and intellectual

Planning and implementing teaching activities Good classroom management skills Understanding individual children and their personalities Assessing child development Working effectively and productively as a team member Using a wide range of tools, instructional strategies, and social supports to assist ALL students Observation and documentation skills Analyzing and developing intervention and instructional strategies to promote development in all domains Recognize signs of child abuse and neglect in young children and follow reporting procedures.

Attitudes and Values:

Express genuine concern for childs well -being Demonstration of professional behavior Understanding of education - envisioning oneself as teacher, learner, and professional Distinguishing between moral, ethics, and law Avoiding biases and respecting diversity Develop abilities of positive interactions with children coming from the different backgrounds Appreciate the need for inclusion in early childhood classrooms Value the family and the influence it has on child development Value all children, including children with disabilities, developmental delays, and special abilities

COURSE ORGANIZATION
The course organization will be based on the lectures, online learning components, group discussions, students presentations, and field experience. The teaching profession requires dedication to professionalism, flexibility, confidence, and enthusiasm. The successful teacher is one who possesses or develops qualities that enable him/her to work with students from diverse backgrounds in a dynamic world. This requires the prospective teacher to meet certain standards of the profession. The teaching profession is, to a large extent, a conservative profession; therefore, society expects the teacher to dress appropriately in school. You may dress casually to attend regular classes; however, you are required to dress appropriately when doing your field-based experience in the schools, when we have a guest speaker, or when you are making class presentations. During this time, men may consider wearing dress slacks with a collared shirt (tie optional) and ladies may consider wearing a dress with nylons or dress slacks/skirts with conservative tops. Jeans are not appropriate.

COURSE EXPECTATIONS
This introductory course requires each of us to share responsibility for the success of the course. While I will share my own perplexities about the readings and will foreground what I find significant about them,

for the most part, our discussions will be sparked by your inquiries and quandaries. Thus, it is essential that you come to class prepared to participate in-and indeed, to generate-class discussions. This course, alongside of the field experience hours, demands a substantial Chaos is inherent in all engagement and energy; however, your course ownership will compounded things. hopefully cultivate a satisfying commitment to such demand. The readings are also essential to every aspect of the class, especially to Strive on with our discussions and course assignments. Therefore, during your diligence. reading, please write down any questions and concerns, as well as noting any ah ha moments you experience as you read. If you do not manage to do the readings for a particular course day, please listen attentively, participate accordingly, and catch up on the reading after class. This is to prevent posturing and other academic tribulations that can ruin the course experience. The amount of reading each week is manageable, as are the assignments for the course. Overall, this course aims for a deep understanding of the foundations of early childhood and special education.

ATTENDANCE
Attendance is required to all classes. You are required to come to class prepared and on time. If for any reason you cannot attend class, please call my office or the secretary, Traci McGary, in the education office. 5 points will be deducted for each unexcused absence and 2.5 points will be deducted for excused absences. However, if more than two classes are missed during the semester, the deducted points will double. (10 points will be deducted for unexcused absences and 5 points will be deducted for excused absences). Each tardy will result in a one point deduction. A tardy occurs when a candidate arrives to class up to 15 minutes late. If the tardy is beyond 15 minutes, it will be considered an absence. If a teaching candidate is tardy more than two class periods, points deducted will also double. Similar to course requirements, you are required to be prepared and on time during your field placement experience. If for any reason you cannot be at the field site, PLEASE CALL the school to inform your cooperating teacher. You will be required to make up the missed hours.

COURSE EVALUATION
UMU Teacher Education Program candidates will complete artifacts for the TEP goals 1, 2, 3 and 11 through CE 200. Candidates are responsible for selecting from the available assignments to meet this requirement. It is the candidates responsibility to ensure that the TEP goals and specific elements are addressed in the submitted assignments. If a grade of 80% is not achieved on a particular assignment, the submission needs to be revised and resubmitted. Education majors and minors must earn a B- in the course to be admitted to the Teacher Education Program. Please note that assignments will not be accepted late unless given prior permission from the instructor. All papers must be typewritten in 12 point font, edited and in APA style (stapled when required by hard copy). Electronic submissions are accepted; however, these submissions need to be received at 5:00 p.m. the evening prior to the due date of the assignment. The electronic submissions should also be sent via Mount e-mail and addressed in the subject box with your last name and class time. Adapting or modifying a lesson plan from an existing source (i.e., the Internet) does not mean copy and paste the material. Therefore, if you use the intellectual property of another source, it is important to read through the given source for ideas and then rethink and rewrite the idea/s in your own words with modifications to meet the needs of the assignment. Anything which is adapted or used verbatim must be cited with credit given to the author(s). This includes specific citations on all supplementary materials (i.e, rubrics, checklists) that are not your original piece of work. This procedure applies to all assignments and lesson plans in this course unless otherwise specified by the professor.

COMMUNICATION/TECHNOLOGY POLICY

Cell phones, PDAs, computers, etc. are to be on silent and not to be used during class times for personal communication unless otherwise stated by the professor.

TENTATIVE READING SCHEDULE

The professor has the right to modify the syllabus to better meet the needs and interests of the students. Week of 1/14/2013 Content topic Introductions, childhood journeys, field experience description, syllabi and assignment overview, CRC scavenger hunt Library overview Introduction to Special Education Assignment CHILDHOOD JOURNEY STORYBOARD

1/21/2013 1/28/2013

2/4/2013

2/11/2013 2/18/2013

Developmental theories and theorists, NAEYC CEC Program Models Promoting Child Development and Learning Knowing and understanding young childrens characteristics and needs, from birth through age 8 Knowing and understanding the multiple influences on early development and learning Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children Environment Spring Break-----------------------------------------Working with families Knowing about and understanding diverse family and community characteristics Supporting and engaging families and communities through respectful, reciprocal relationships Involving families and communities in young childrens development and learning Relationship between nature and young children, sustainability in the curriculum Curriculum Development Uses of assessment including its use in development of appropriate goals,

EXCEPTIONALITIES BROCHURE EXCEPTIONALITIES BROCHURE DUE JOURNAL 1 JOURNAL 2

2/25/2013

JOURNAL 3

3/4/2013 3/11/2013 3/18/2013

JOURNAL 4

JOURNAL 5 PHILOSOPHY OF EDUCATION

3/25/2013 4/1/2013

JOURNAL 6 JOURNAL 7 COLLABORATING WITH CAREGIVERS

curriculum, and teaching strategies for young children Using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection. Practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities. 4/8/2013 Lesson planning Understanding content knowledge and resources in academic disciplines: language and literacy; the arts music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies. Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child. Lesson planning Comprehensive Review Finals Week LESSON PLAN

4/15/2013 4/22/2013 4/29/2013

JOURNAL 8 WEEBLY E-PORTFOLIO TASK STREAM

Performance Standard-What kind of learner will you be?

Independent Learner Does research and reading, designs and plans; applies academic skills; evaluates work and makes adjustments; does quality work; seeks and finds resources independently; demonstrates knowledge with: creativity, care and critical awareness. Semi-Independent Learner Does some research and reading; does good work; needs feedback from the professor to realize work does not meet standards; relies too heavily on rubrics Dependent Learner Needs reminders to read, design and plan or needs to be given a plan; relies a great deal on the professor; is given procedures for performing tasks; requires significant help to produce a quality product; needs help to evaluate a product; relies solely on rubrics instead of personal creativity and collaboration

GRADING SCALE 93-above: A 90-92: A87-89: B+ 83-86: B 80-82: B77-79: C+ 73-76: C 70-72: C67-69: D+

63-66: D 60-62: D59-below: F

ASSIGNMENT BREAKDOWN Participation/Engagement 100 points Collaborating w/Caregivers 100 points Class Newsletter 50 points Exceptionalities Brochure 100 points Journal Assignments 400 points Final Portfolio 100 points Philosophy of Education 150 points ____________________________________ 1,000 total points ASSIGNMENT DESCRIPTION AND POINT VALUE Participation/Engagement (100 points)
Category Low 0- points Does not listen while others are talking Uses abusive language in class and disrespects peers Does not value working with others Rarely prepared for class; assigned work rarely finished. Does not respond to discussion prompts; rarely participates freely Moderate 1-4 points Listens at particular times in class but not on a regular basis Does not seem to engage in the course topics or ideas of peers Minimally participates in attaining the group goals Usually prepared; assigned work almost always finished. Responds to most prompts but with limited initiative High 5-9 points Listens politely to all in the class Listens to the ideas of others but often dominates discussion Active participant in attaining the group goals Prepared on days class is attended but not on days that were missed Responds to most prompts; contributes items of interest to all Exceptional 10 points Listens and contributes based on the discussion of others Listens to others and encourages others Leads the group (without domination) in attaining goals Always ready for class and assignments always completed Consistently responds to prompts; contributes items of interest to all; demonstrates initiative in searching out ideas beyond the text Consistently responds with ideas relevant to the discussion; often cites additional references or ideas related to the topic Frequently offers motivation to the group to participate in the discussion; and/or presents creative approaches to the topic Comes to class regularly and prepared Candidate holds oneself to high standards of learning, associated with the independent learner description Points Earned

Listening Skills

Respect

Collaboration

Class Preparation

Promptness and Initiative

Relevance of Discussion

Discusses topics that are not relevant to the discussion; makes many short or irrelevant remarks Does not make an effort to participate in discussions

Sometimes responds off-topic; discussion is brief and offers little insight to the topic

Frequently responds with relevant discussion items that further the discussion for all Frequently attempts to offer relevant views (of self and others) for consideration by the group; interacts freely with others Comes to class regularly and is usually preparedCandidate holds oneself to mediocre standards of learning associated with the semiindependent learner description

Contribution to the Course

Occasionally makes meaningful reflection on the groups efforts

Attendance

Does not attend class regularly and is not prepared

Comes to class at times and is somewhat prepared Candidate holds oneself to low standards of learning associated with the dependent leaner description

Self-Standards

Reflection

There is no attempt at selfcriticism/reflection

There is some attempt at self-criticism, but the self-reflection fails to demonstrate a new awareness of personal biases, etc.

The reflection demonstrates ability of the student to question their own biases, stereotypes, preconceptions. New modes of thinking not evident.

Candidate shows ongoing avenues of course and selfreflection Demonstrates ability to question own biases & stereotypes and defines new modes of thinking. Moves beyond simple description of the experience to an analysis of how the experience contributed to student understanding of self, others, and/or concepts

Collaborating With Caregivers (100 points)

Each candidate will work in a group to develop a class simulation of a family involvement plan designed for caregivers of preschool-grade 3 children. The grade for your group's presentation will be based on how well you present your family involvement plan, the pertinence of any outside material you choose to share with the class, and the degree to which your group actively engages the other class members in the presentation. In addition to addressing the overall course requirements for all assignments, you should acknowledge the below criteria in designing your caregiver involvement plan: Duration-spans over an entire school year Accessibility-attempts to include all families through flexibility in scheduling and other means Open invitations-sincere efforts to invite all, without penalty for those unable to participate Diversity awareness- acknowledges various cultures in extending a truly open invitation. The group will write a brief paper, including the following: A letter introducing yourself (the hypothetical teacher) to the families of all your students. A careful description of your specific caregiver involvement activities. A timetable of the activity you have planned. Precisely when will it take place? How long will it last? Letters you would send home to invite participation [Do not just describe the letter, but include it as if the letter were ready to make copies to send home]. What will be expected of children and their family members? Exactly what do you want them to do? How does this activity actively involve caregivers in the schooling of their children? In what way(s) will you make sure the invitation is extended as openly as possible to caregivers whose culture differs from your own? What costs will be demanded by the project? Include costs to you, the teacher, as well as costs to the participating families. A summary of how you hope this activity will positively affect the students and families with whom you work. What do you expect to learn from planning and carrying out this activity?

Class Newsletter (50 points)

Weekly newsletters are often used as a reflective review and report to stakeholders in K-12 settings. In the college classroom, each teaching candidate will have an opportunity to co-create a weekly newsletter for the purpose of course content and field experience reflection. Creativity and technology efforts are encouraged! All newsletters should include: Weekly highlights from the course Student or Professor interview (should be in the TEP or department of education) regarding their understanding of ECE Helpful hints, tips or ideas for the field of education

 Books to use (share great books for the field of ECE) with annotations Calendar-listing of upcoming events in class, the TEP, or on campus Pictures Creativity and perceptiveness Quote of the week The newsletter should be visually appealing and insightful to the reader. There are Newsletter templates available through Microsoft Publisher and Microsoft Word as well as through Microsoft online design: http://office.microsoft.com/en-us/clipart/default.aspx Candidates will have the appropriate number of copies for all class colleagues on FRIDAY of the selected week. If the candidate does not provide copies for class colleagues and professor the sc ore is a zero (0).

Philosophy of Education (100 points)

Teaching candidates will be required to write their own philosophy of education. This philosophy statement will be re-visited several times during the four years in the TEP and will be formally assessed in the beginning and end of the program. A philosophy of education is a professional piece of writing that describes your goals and beliefs as a teacher. The writing will include personal reflections through experiences, readings, and teacher training in the field. Please attend to the following link as a guide to writing your philosophy statement: http://www.edulink.org/portfolio/philosophies.htm

Exceptionalities Brochure (50 points)

Each of you will be in charge of researching an exceptionality and creating a conference brochure to display these exceptionalities. Research from one of the following categories (Learning disabilities, developmental delays, emotional/behavioral disorders, communication disorders, hearing disabled, visually challenged or physical disabilities) Examples: Dyslexia, Autism, English language learners, giftedness, low vision impairment, cerebral palsy, hard of hearing and deaf, fetal alcohol syndrome, ADHD, bipolar disorder, mild intellectual disorder, TBI, epilepsy, juvenile rheumatoid arthritis, cystic fibrosis, sensory integration dis-function, etc. Your brochure needs to include the following: Definition of exceptionality Symptoms of exceptionality Needs Teaching strategies to be employed Accommodations Assistive Technology Resources References Other brochure considerations: Font type (try not to use overused fonts like Arial and Helvetica) Font size (12 and under work best) Title panel (The headline should create interest and grab the reader) Information panel (The information should be concise and clearly stated to the reader, used subheadings to outline content with short, descriptive paragraphs to highlight key points) Creativity is evident Brochure includes graphics or pictures and is printed in color (make sure that it is a good copy) Careful editing has taken place Citations are appropriately used

Journal Assignments (400 points) Becoming a teacher is a complex process characterized by conflicts and challenges, uncertainty, and contradiction. (Jalongo & Isenberg, 1995) This initial field-based experience is designed to get the candidate thinking and acting as a member of the teaching

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profession. It is anticipated that this experience will be rich, informative, and insightful. At the end of the experience, the candidate will:
Aspire to be the best teacher possible Acquire an increased awareness of the various challenges of teaching Possess a respect for the teachers in the field Enjoy a greater love for students Realize the challenges that must be met to succeed in teaching Assess a commitment to teach

Specifically, the candidate will be examining and reflecting on the following: The degree of student-centeredness The school as a community The degree of collaboration The practice of collegiality The alternative methods of assessment and reporting student progress The deinstitutionalized physical environment The leadership roles for teachers The development and ethics of caring The decentralized decision-making and empowerment process The degree of student-support service The district and school-based planning process The leadership role of the principal The nature of teaching and learning and their relationship to the curriculum The application of knowledge in more authentic/real-world contexts

The journal assignment is designed to offer a focus for the field experience. By accepting the role of teacher aide, the candidates view of schools, schooling, and teachers will be enhance d. The overarching goals of the experience will enable the candidate to: Begin to view the work of schools from an emerging professional perspective. Develop an understanding that teaching is a profession of intellect as well as care (Fullan & Hargreaves, 1996). Identify the extent to which the school is a center of inquiry and focuses on problem solving. Assessment 1. 2. 3. 4. 5. 6. Each written journal/portfolio entry should be a minimum of 500 words. There will be eight required written journal entries. To model appropriate professional responsibility, it is essential that each of the written journal entries be submitted on or before the assigned due date. Journal entries will be assessed utilizing the rubric found on Angel. Journal entries should be created in Microsoft Word as one document, to be added to as additional journal entries are assigned. All students will upload their completed journal project (all eight entries) to Taskstream.

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Portfolio (150 points) Your work for the semester will be integrated into a Portfolio that will capture your development as a teacher this semester. Portfolio components will be accumulated on Taskstream and in another format (with clearly identified sections that will be acknowledged during the semester).

MODIFICATIONS TO THE SYLLABI AND COURSE: The professor reserves the right to make modifications to the syllabus and the class schedule.

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