Course Syllabus

ECED 2140:  Clinical Practicum II

Fall, 2003

 

Instructor:  Debbie Roddy
Telephone:  (931) 372-6561
 Fax:  (931) 372-6562
e-mail:  droddy@tntech.edu

 

 

Description:  Supervised clinical experience with a minimum of 15 clock hours in seminar and 45 clock hours in an approved Clinical Site  (NAEYC, NAFCC or  NSACA accredited agency or Dept. approved site).  Course includes emphasis on using reflective practice to examine components of quality, set goals, and design a plan for growth for the early childhood educator of children aged birth to nine.   Pre-requisite:  ECED 1010, 2010, 2015, 2040, 2130 or Department Approval.

 

Objectives:

The student will:

  1. Know about and use tools for assessing early childhood components of quality including:  equipment and materials, program structure, activities and experiences, interactions, and cultural sensitivity.
  2. Use reflective practice to examine components of quality, set goals, and design a plan for professional growth that supports children’s development, learning, and well-being.
  3. Know about and use appropriate methods to stimulate play, exploration and learning during child selected experiences.
  4. Know about and use appropriate supervision and guidance techniques during play.
  5. Demonstrate awareness of and commitment to the profession’s Code of Ethical Conduct.

 

Textbook: The What, Why, and How of High- Quality Early Childhood Education:  A Guide for On-Site Supervision (Rev. ed.)

Supplemental Materials:  Environmental Rating Scales-Infant-Toddler, Early Childhood, School-Age, & Family Child Care; Tennessee Licensing Standards; and lending library resource books and journal articles.

 

Major Course Areas:

·         Professionalism in the early childhood clinical setting and using the Code of Ethical Conduct

·         The Apprentice/Mentee role

·         Tools for assessing the learning environment in infant toddler, preschool. School age, and family child care settings

·         Self-assessment/goal setting and designing a plan for implementing professional goals

·         Teacher-Child interactions to support learning and development

 

Major Course Requirements:

1.      Seminar Attendance/Participation on six dates:  Sept 6, Sept 20, Oct. 11, Oct. 25 & Nov 22.  The seminar meetings will provide opportunities to discuss readings, explore approaches to self-evaluation and goal planning,  and have peer collaboration and support.  Attendance and participation in the seminar meeting is required.

 

Attendance-MANDATORY

Any absence will result in two letter grade drop and more than one absence will result in an Incomplete or Withdrawn (see below)

        Attendance Policy:

1.  Students are expected to attend all scheduled classes.

2.  If an absence is unavoidable due to illness or death in the immediate family, the student is expected to give an explanation to the instructor.  This is considered an excused absence.

3.  Any absences during the course may, at the instructor’s discretion affect a student’s final grade.

4.  Absences will affect the grade on participation for the class

5.  Class will start on time.  Late arrival will result in points taken off the class participation grade.

6.  When a student is absent, he/she is responsible for the content of the class missed and any assignments given.

 

2.       Focus on Teacher/Child Interactions, including instructor observation, audio recordings of teacher interactions, self-assessment, designing goals for improvement, and documentation of accomplishments in the area of teacher/child interactions.

3.       Textbook and other assigned readings

4.       Practicum/Clinical Site Experience with a Mentor (45 hours).  During this experience students will keep a journal of experiences and reflections, complete an observation tool (Clinical Site Observation Guide), and collect documentation of quality.  The observation guide provides a format for systematically observing indicators of high quality early childhood practice.  Completing this guide also gives the opportunity for the student to reflect on his/her own professional practice, identify strengths, and set goals for making desired changes.  College faculty will make arrangements for this experience.  Students MUST complete 45 documented hours in the clinical site in order to receive credit for this course.

 

Grading Criteria:   Total 550 points

 

Clinical Site Experience (See attached instructions and grading criteria)

1.       Clinical Site Observation Guide                                          50 points

2.       Clinical Site Documentation                                               50 points

3.       Clinical Site Schedule                                                        25 points

4.       Mentor Comment Form                                                     25 points

5.       Clinical Site Log and Journal                                              100 points

6.       Self-Evaluation and Goal Setting                                         50 points

 

Teacher Interactions Project (See attached instructions and grading criteria)

  1. Instructor Observation                                                              100 points
  2. Student Audio Recording and Self-Assessment                           50 points
  3. Observation of Another Teacher                                                 50 points
  4. Self-Evaluation and Goal Setting                                                 50 points

 

Grading Scale:

Grades reflect student progress in course content on a four-point system as follows:

 

Total Possible Points-550

 

90% – 100% = A (Superior)                                          495 – 550 = A

80% -    89% = B (Excellent)                                         440 – 494 = B

70% -   79%  = C (Average)                                         385 – 439 = C

60% -   69%  = D (Passing, but below average)             330 – 384 = D

Below 60% is an F (Failure)                                        Below 330 = F