MURRAY STATE UNIVERSITY

COURSE SYLLABUS OUTLINE

DEPARTMENT: Early Childhood & Elementary Education

COURSE NUMBER: ELE 474 CREDIT HOURS: 3

INSTRUCTOR: Dr. Jo Robertson PHONE: 270-809-6956

EMAIL: [email protected] OFFICE: 3202 Alexander Hall
FAX: 270-809-3799

I. TITLE: IECE Practicum

II. COURSE DESCRIPTION: This course makes provisions for students to participate in all
activities and duties generally expected of an early childhood professional or an Interdisciplinary
Early Childhood Education teacher. Supervision by the faculty member teaching the course will
be provided. Regularly scheduled seminars to promote reflective decision making, discuss student
progress and provide additional training in methods, procedures and evaluation will coincide with
the practicum experience. Prerequisite: Admission to Teacher Education.

III. PURPOSE: The purpose of this course is to provide practicum for the demonstration of IECE
Teacher Standards required for teaching young children birth-5 years of age.

IV. COURSE OBJECTIVES:

The behaviors indicated below are understood to be reflective of, but not limited to those
behaviors advocated by the Kentucky Education Reform Act guidelines. Following each
objective, and enclosed in parenthesis are numbers that reference the Kentucky IECE Teacher
Standards (IECE) and Kentucky Early Childhood Core Competencies (ECC). As a result of
participation in this course, students will:

A. Demonstrate an ability to plan and implement developmentally appropriate curriculum

and instructional practices (including use of technology for instruction) for children birth-
5 years of age. (IECE I, III) (ECC 2,4)
B. Make specific adaptations for the special needs of children who have specific disabilities
or learning, developmental and behavioral needs. (IECE I,II,III) (ECC 4)
C. Select intervention curricula and methods for children with and without disabilities birth-
5 years of age. (IECE I, III) (ECC 4)
D. Apply appropriate skills in management of children in diverse settings. (IECE III, V)
(ECC 4)
E. Implement developmentally and functionally appropriate individual and group activities
using a variety of formats including play, environmental routines, parent-child activities,
small group projects, and systematic instruction. (IECE I,II,III, V) (ECC 4)
F. Establish a safe and developmentally appropriate environment for children. (IECE II)
(ECC 2,4)
G. Establish and maintain a positive collaborative relationship with families, other
professionals, and community providers. (IECE VI, VIII) (ECC 6)
H. Select and use a variety of formal and informal assessment instruments and procedures.
(IECE IV, VIII) (ECC 5)
I. Monitor, summarize and evaluate the acquisition of child and family outcomes as
identified on the IFSP or IEP. (IECE IV, VIII) (ECC 5)
J. Reflect on professional practice and develop, implement, and evaluate a professional
growth plan. (IECE V) (ECC 3)

The COE Conceptual Framework and Theme of Educator as a Reflective Decision-Maker is

addressed in this course by requiring students to reflect on implemented lesson plans and
standards based unit.
 The EPSB Themes of Diversity, Assessment, and Closing the Achievement Gap are addressed
through required practicum activities such as incorporating adaptations for diverse learners into
lesson plans, use a variety of assessment procedures, and select intervention curricula and methods
for young children.

V. CONTENT OUTLINE: Students will spend a minimum of 100 hours supervised practicum
experiences with infant, toddler and preschool children.

VI. INSTRUCTIONAL ACTIVITIES: Students will complete practicum assignments including

developing and implementing learning activities and evaluating children’s developmental
progress.

VII. FIELD, CLINICAL AND/OR LABORATORY EXPERIENCES:

Students will be assigned to one or more educational programs for young children for practicum in
a supervised setting. Students will spend a minimum of 100 hours supervised practicum
experiences with infant or toddler (50 hours), preschool (50 hours) children in diverse settings.
Students will keep a daily log reflecting the experiences of the practicum.

Students must document current negative TB test. Students must provide a copy of negative TB
test to each site where they complete the practicum. Sites also require a criminal background
check, check with the program administrator for requirements.

VIII. GRADING PROCEDURES:

The following scale will be used for determining course grade:

A= 90-100% of total points
B=89-80% of total points
C=79-70% of total points
D=69-60% of total points
E=below 60% of total points

Required practicum activities:

A reflection should accompany each required activity. Required activities include:

 Practicum students will be observed by the university instructor in all placements. An
IECE TPA lesson plan will be submitted to the university instructor PRIOR to each
observation.
 Students will plan and teach 2 IECE TPA lesson plans before planning and teaching a
2week standards based unit in preschool. The purpose of these lessons is to allow the
student to get to know the preschool children and their developmental levels.
 Students will plan and teach a two week standards based unit for preschool. Students will
have primary responsibility for teaching the planned unit. Students will submit the
standards based unit and IECE TPA lesson plans from the unit in Live Text.
 There should be daily lesson plans for each day you teach the unit. Students.. are
required to use informal assessment linked to objectives on lesson plans during practicum
experience. Lesson plan format (IECE KTIP format) and standards based unit are found
in Live Text. You must use technology for instruction in an appropriate way for young
children during at least one of the observed lessons.
 Students are required to develop and carry out 8 IECE TPA lesson plans with infants
and/or toddlers in a group setting. Students are required to use informal assessment
linked to objectives on lesson plans during practicum experience.
 Students are required to monitor child and family progress on IFSP OR child progress on
an IEP.
  Develop a Professional Growth Plan for the practicum. Using the IECE teacher standards,
identify at least one goal for growth you will complete during the practicum. This goal
should be targeted on your professional growth plan. You must document completion or
progress on targeted goal. For example, students may attend and observe an ARC
meeting, First Steps transition meeting, go on a home visit with teacher or First Steps
provider, complete a program evaluation instrument such as a ITERS-R or ECERS-R,
develop parent-child activity to send home during practicum.
 Students should keep a daily log of practicum experiences including date, times, site and
activities. Students should document 50 contact hours with infants or toddlers and
50contact hours with preschool children. The supervising teacher should be asked to
sign off on log hours to verify accuracy at the end of your practicum experience.
 Students are required to submit a portfolio with accompanying required entries. The
portfolio should be set up by the IECE Teacher Standards. Place each artifact developed
during the practicum behind what you believe to be the appropriate standard (best fit for
the activity). The portfolio should also contain a current resume and philosophy and
beliefs about the education of young children. Students will place artifacts from
practicum in their Live Text portfolio and other artifacts developed in program
coursework. Students will submit the IECE working portfolio to university instructor for
a final grading.
 Students should complete a dispositions essay addressing the College of Education
dispositions. The essay should be placed in the Live Text portfolio.
 Students should discuss leadership activity with their university instructor. University
instructor will approved leadership activity and sign leadership form.

IX. RESOURCES:
Internet sources, Waterfield Library, COE Curriculum Materials Center.

X. GRADING PROCEDURES: Grading will be based on evaluation of site supervisors and

university instructor. Portfolio entries will be evaluated by university instructor related to the
IECE Teacher Standards.

XI. ATTENDANCE POLICY: This class adheres to the attendance policy found in the current MSU
undergraduate bulletin.

XI. ACADEMIC HONESTY POLICY: This class adheres to the academic honesty policy found in
the current MSU undergraduate bulletin.

XII. TEXT AND REFERENCES:

Copple, C. & S. Bredekamp, eds. 2009. Developmentally Appropriate Practice in Early
Childhood Programs. Washington, DC: National Association for the Education of Young
Children.

Required Online Resources:

Kentucky Early Childhood Standards (infancy-preschool)

http://www.kde.state.ky.us/KDE/Instructional+Resources/Early+Childhood+Development/d
efault.htm

Kentucky Core Content and Program of Studies (kindergarten0

http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+R
esources/Program+of+Studies/default.htm

Register and take the IECE PRAXIS (0023)

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vgnextoid=27a32d3631df4010VgnVCM10000022f95190RCRD&vgnextchannel=29655ee3d74
f4010VgnVCM10000022f95190RCRD

XIV. PREREQUISITES: Prerequisite: Admission to Teacher Education

XV. NON-DISCRIMINATION POLICY STATEMENT:

Murray State University endorses the intent of all federal and state laws created to prohibit discrimination.
Murray State University does not discriminate on the basis of race, color, national origin, gender, sexual
orientation, religion, age, veteran status, or disability in employment, admissions, or the provision of
services and provides, upon request, reasonable accommodation including auxiliary aids and services
necessary to afford individuals with disabilities equal access to participate in all programs and activities.
For more information, contact Director of Equal Opportunity, 103 Wells Hall. 270-809-3155 (voice), 270-
809-3361 (TDD).

XVI. FLAG SYSTEM/ CONTINUOUS ASSESSMENT:

Student progress is continuously assessed throughout the teacher preparation program. Appropriate
professional characteristics and demeanors, in addition to academic achievement, are assessed. Positive
and negative flags are submitted by faculty to Teacher Education Services and then presented to admissions
committees. Negative flags are carefully reviewed to make a determination as to whether a student should
be denied admission OR if a professional development plan will be designed for the student’s progress
towards program completion. NEGATIVE FLAGS MAY BE GROUNDS FOR DENIAL OF ADMISSION
TO TEACHER EDUCATION AND/OR STUDENT TEACHING.