COURSE SYLLABUS

EDU_650: Professionalism in Education 4 Credits Online Spring Term 2010, April 12-June 30 (Holiday: Memorial Day-May 31) Last Updated: February 18, 2010

In this field-based capstone course learners apply educational theory to practice in an approved education setting (early childhood center, elementary, middle, high school and/or private school). Learners participate at an approved site, where they plan and implement curriculum under the supervision of an experienced and certified teacher. This upper level experience allows the learner to integrate undergraduate education course work in their chosen field within a school setting. In addition, learners meet in a seminar to reflect and analyze field experiences.

CAPSTONE REQUIREMENT: Completion of education-related coursework for Bachelor’s degree.

1. Promote development and learning of preschool children or school-age youth by applying a range of teaching/learning methods with children in a variety of educational settings.
2. Communicate effectively to build family and community relationships and engage families in their children’s development and learning.
3. Implement developmentally appropriate activities, curricula, and discipline and classroom management strategies and critique them for their effectiveness.
4. Observe, document, and assess behavior and development and keep appropriate records.
5. Apply developmental and educational theory and research to classroom practice and articulate the connections.
6. Analyze and evaluate field experiences, including the supervised experience in the classroom.
7. Reflect upon and revise a personal philosophy of education.
8. Apply standards of professional ethical conduct in all field experiences.
9. Advocate for the rights and needs of children and families and education professionals.
10. Complete a portfolio that represents growth in professional knowledge and thinking during their undergraduate education program at GSC.

Textbook(s):

• Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8, edited by Carol Copple and Sue Bredekamp, 2009. ISBN: 0-935989-79-X

Textbooks are available via GSC's online bookstore, MBS Direct at: http://bookstore.mbsdirect.net/gsc.htm (The course-CRN number for ordering this textbook is:EDU650-30240). Textbooks can also be purchased from MBS via phone, mail or fax. For additional information, visit the Online Bookstore section of the college web site.

PLEASE NOTE: It is the learner's responsibility to have purchased all required course materials before the start of the course. Learners are expected to meet all course expectations even if the shipment of a required textbook or other learning resource is delayed. Be sure to choose the shipping option that will get your text/resource delivered in a timely manner.

Other Class Materials: Articles not available online will be mailed to students by instructor.

There are no face-to-face sessions for this course. If you have never taken an Online Interactive Course (OIC) at the college, we highly recommend that you attend one of the 2-hour Blackboard Orientation sessions available throughout the state. If you choose not to attend a face-to-face session, you are encouraged to complete the Online Orientation with audio at your own convenience.

Professional Relationships and Ethics

The highest standards of ethics are expected of Granite State College learners in working with young children and their families, coworkers and others. These standards include confidentiality, a positive attitude, a non-judgmental approach, respect for the human rights of each individual and for the values of others. Children and families have the right to privacy. While the cooperating teacher will discuss pertinent information with the learner, GSC learners are expected to maintain strict confidentiality. Within the boundaries of professional appropriateness, all relationships are to be marked by responsiveness, encouragement, understanding, sensitivity and support, as well as seriousness, rigor, and attention to the highest standards of work and responsibility.

Field experiences in ECE are required by the 2001 Standards established by the National Association for the Education of Young Children for students in higher education institutions with baccalaureate programs preparing early childhood teachers.

This course fulfills the required integrative capstone experience for those in the Bachelor of Science in Early Childhood Education program. This course addresses all five standards of the NAEYC Initial Licensure Statement, and all NH Professional Development Core Knowledge Areas.

Guiding Principles

To be successful early childhood educators, learners must translate the knowledge gained through coursework and observation into understanding and practice in a variety of appropriate early childhood settings. The well-supervised field experience is thus essential for Early Childhood Education professional candidates.

The practicum includes observation, field based assignments, the development and implementation of learning experiences for children, classroom management skills, working with parents and other members of the teaching team including professionals from related fields, and reflective practice.

Under supervision by qualified professionals, the learner participates as an intern in a setting in which young children, from birth through age eight, are served (such as public and private centers, schools, and community agencies)

The learner works effectively over time (total of at least 100 clock hours by the end of the student’s degree program) with at least two early childhood age groups (infants, toddlers, preschool, kindergarten, primary grades) which are inclusive of children with differing abilities and cultures.

Participation
Accomplishment of learning outcomes will be measured by your contribution and active participation online. Active participation is crucial to the successful completion of an online course and this will be worth 20% of your grade for the course. Active participation is evidenced by active involvement on the discussion board (identifying key concepts in course readings and extending and applying concepts discussed), providing thoughtful feedback to your peers, responding to my questions and posting your required materials on time.

Practicum Experience
Your 100 hour practicum experience will allow you to apply your knowledge of early childhood theory and best practice in an approved early childhood setting. Success will indicate learning objective mastery. The cooperating teacher that you choose as a mentor should have a bachelor’s degree and the availability to observe your lessons and provide you with valuable input. Your practicum experience will be evaluated monthly by your cooperating teacher as well as through your lesson plans and 6 online self-evaluations. This is worth 40% of your grade.

Research Paper and Portfolio
Finally, your research paper, portfolio and portfolio presentation will culminate your degree program and reflect your personal philosophy of early childhood education as well as provide evidence of professional competence. Your research paper topic will be determined as part of the portfolio planning process. Papers should be approximately 10 pages in length, carefully constructed, and supported by a variety of resources documented in APA style (see rubric). Research Papers are worth 10% of your grade..

Portfolio Online Presentation
Students will have the opportunity to share exemplary artifacts with colleagues along with the closing statement in their portfolio (see portfolio handbook).

Portfolio
Your portfolio is a collection of artifacts from your course work toward your bachelor’s degree. It demonstrates your growth overtime as an early childhood educator as well as your understanding of the standards set forth by the National Association for the Education of Young Children (NAEYC). A significant component of the portfolio is the artifacts and reflections (see portfolio handbook). You will have the opportunity to plan/organize your portfolio with me during the first 6 weeks of this course. Your portfolio is worth 30%of your grade.

Description:

Granite State College has a Virtual Library (http://www.granite.edu/current-students/virtual-library/) available 24/7 with access to the full-text of thousands of journals and professional periodicals, an online Reference Room, selected Internet resources, writer’s resources, research and citation help, and a collection of tutorials. The databases are password protected.

See GSC Library tab in MyGranite for username and password. In addition, the Library Info link in the course menu provides direct links to research databases, Research FAQs and more.

Academic assistance to students is available at GSC Centers at no additional charge in such areas as basic skills preparation in reading, writing and math; study skills and research and citation help. Academic Resources staff members work closely with faculty and students toward academic success. A whole range of tools is available, including study and time management tips, APA and MLA citation assistance, access to learning resources online, and feedback on course writing projects. To contact an Academic Resource and Information Coordinator, see the Academic Resource Link on the Resources page in the course menu or go directly to http://bbresources.granite.edu/course_docs/acad_resources.htm.

For assistance with issues related to accessing the MyGranite portal, GSC email, Webrock, online courses or other technical issues related to any of the Blackboard tools, please visit the GSC Technical Assistance Center (http://bbresources.granite.edu/techassist/help.htm) for answers to the most frequently asked questions or to submit an online help request form. Or call 1-888-372-4270 (Hours: M-F, 8:30-5:00, messages checked twice daily on weekends. Extended hours for the week before start of the term and first week of the term: M-Th, 8:00-7:00.)

Granite State College will provide qualified individuals with disabilities the same educational opportunities available to persons without disabilities. When an individual's documented disability creates a barrier to educational opportunities, the College will attempt reasonable accommodation to remove the barrier. If you need assistance, we recommend that you make contact early to ensure that your requests can be reviewed prior to the start of each term. If you wish to apply for accommodations, contact your academic advisor or the Dean of Learner Services in Concord. See the complete Granite State College policy in the current college catalog for further details.

An academic community is based on honesty and integrity. Plagiarism, cheating, or other forms of academic dishonesty are not acceptable at Granite State College. Faculty and students have a joint responsibility to ensure the integrity of learning.

All work that you submit must be your own except in those instances when your instructor gives specific permission to collaborate. When quoting, summarizing or explaining ideas that are based on another's work, whether in print or online, make sure to cite references appropriately. Plagiarism is using another's words or even paraphrasing another's work without giving proper credit through the use of citations.

For Granite State College's complete academic honesty policy, see the current college catalog.

Membership in society implies minimal norms for civil behavior towards one another. It is Granite State College’s expectation that all members of our college community treat faculty, staff, and fellow learners with respect. Learners need to be knowledgeable of and comply with college policies. Each individual is accountable for his/her actions and for the consequences of any behavior that is inconsistent with these values and expectations.

Assessment is an ongoing process that enables the College to improve its programs, courses, and teaching methods. Institutional evaluation may be embedded in tests, exams, and other measurements of student learning. As members of a learning community, students, faculty, and staff will be expected to participate in the important process of assessment on occasion. Confidentiality of any data that identify participants is maintained.