early childhood education - matc

Childhood

P R A C T I C U MH A N D B O O K

Early

Education

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EARLY CHILDHOOD EDUCATION

Practicum Handbook

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©Copyright 2008 Milwaukee Area Technical College

Editor:

Lee A. Lord

Book Design:

Wa•Schmidt Graphic Services • www.waschmidtgraphics.com

MATC is an Affirmative Action/Equal Opportunity Institution and complieswith all requirements of the American Disabilities Act.

AcknowledgmentsThis book is the fruit of a dynamic collaboration. Because of the patient feedback and on-goingguidance of the Early Childhood Program Faculty, the book's content represents a rich blend ofmany years of combined teaching wisdom and practice in the classroom. Special recognition alsogoes to the program's Associate Dean, Dr. Wilma Bonaparte, for her on-going support and adminis-trative guidance. And finally, very special thanks are reserved for ECE instructor Yvette Ardis forher persistence and exemplary work as the book's researcher and author.

EARLY CHILDHOOD EDUCATION

Practicum Handbook

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Table of Contents

Practicum 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Requirements for infant and toddler placements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Requirements for preschool and school age placements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Classroom Environment worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Daily Schedule worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Classroom Supervision/Guidance worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Play worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Attachment worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Language worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Motor worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Teacher as Communicator worksheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Letter to Cooperating Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Attendance sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Student Teacher Midterm Review: Infant and Toddler Placements . . . . . . . . . . . . . . . . . . . . . . . . 18

Student Teacher Midterm Review: Preschool and School Age Placements . . . . . . . . . . . . . . . . . 19

Student Teacher Final Evaluation Form: Infant and Toddler Placements . . . . . . . . . . . . . . . . . . . 20

Student Teacher Final Evaluation Form: Preschool and School Age Placements . . . . . . . . . . . . 21Diapering Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Feeding Checklist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Practicum 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Requirements for infant or toddler placements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Requirements for preschool or school age placements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Activity plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Activity plan evaluation form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Anecdotal recording form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Letter to Cooperating Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Attendance sheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Student Teacher Midterm Review: Infant and Toddler Placements . . . . . . . . . . . . . . . . . . . . . . . . 39

Student Teacher Midterm Review: Preschool and School Age Placements . . . . . . . . . . . . . . . . . 40

Student Teacher Final Evaluation Form: Infant and Toddler Placements . . . . . . . . . . . . . . . . . . . 41

Student Teacher Final Evaluation Form: Preschool and School Age Placements . . . . . . . . . . . . 43Diapering Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Feeding Checklist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

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Practicum 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Requirements for infant or toddler placements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Requirements for preschool or school age placements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Activity plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Activity plan evaluation form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57Head Teacher Week letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58Lesson Plan form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59Anecdotal recording form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60Educational bulletin board . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61Field trip . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61Letter to Cooperating Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62Attendance sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65Student Teacher Midterm Review: Infant and Toddler Placements . . . . . . . . . . . . . . . . . . . . . . . . 66 Student Teacher Midterm Review: Preschool and School Age Placements . . . . . . . . . . . . . . . . . 67 Students Teacher Final Evaluation Form: Infants and Toddler Placements. . . . . . . . . . . . . . . . . 68 Student Teacher Final Evaluation Form: Preschool and School Age Placements . . . . . . . . . . . . 70Diapering Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72Feeding Checklist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

Practicum 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

Requirements for infant or toddler placements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78Requirements for preschool or school age placements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80Activity plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82Activity plan evaluation form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Head Teacher Week letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Lesson Plan form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Interview of a director or principal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 1 year, 3 year and 5 year professional/educational goal plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Letter to Cooperating Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88Attendance sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91Student Teacher Midterm Review: Infant and Toddler Placements . . . . . . . . . . . . . . . . . . . . . . . . 92Student Teacher Midterm Review: Preschool and School Age Placements . . . . . . . . . . . . . . . . . 93 Student Teacher Final Evaluation Form: Infant and Toddler Placements . . . . . . . . . . . . . . . . . . . 94Student Teacher Final Evaluation Form: Preschool and School Age Placements . . . . . . . . . . . . 96Diapering checklist for infants and toddlers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98Feeding checklist for infants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99Commonly asked questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100

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Dear Student:

Welcome to the portion of the Early Childhood Education Associate Degree program where youget to put into practice all of the theory and ideas you are being taught. The purpose of our practicumis to slowly ease your way into a teaching position. By the end of the four practicums you shouldfeel comfortable and positive that you are ready to work and care for our greatest gifts – children!

In Practicum 1, you will observe various child care and educational sites giving you an idea of thevariety of settings available for you to work in. You will also be placed in an early childhood set-ting for 8 weeks. This practicum will help you decide if this field is truly the avenue you are inter-ested in pursuing.

In Practicum 2, it becomes a little more involved. You will be placed for the entire semester, 6hours a week, in an early childhood setting and will be asked to develop two (2) activity plans perweek that will be implemented and evaluated by your cooperating teacher. There will be a focuson the environment and creating and implementing developmentally appropriate activities.

In Practicum 3, the placement is in an early childhood setting and is for the entire semester, 6hours a week. This semester you will develop and implement activity plans and the number ofplans will be increased. The plans and activities will be evaluated by your cooperating teacher.The focus in this semester will be on creating developmentally appropriate activities for two(2), week-long thematic lesson plans.

In Practicum 4, the final practicum, it is again in an early childhood setting for the entire semester,6 hours a week. You will be developing and implementing activity plans throughout this semesterbut for the final 4 weeks, you will develop and conduct the entire class as if you were the teacherof the room. The cooperating teacher will be evaluating your plans and performance. The focusof this final practicum will be developing yourself as a professional and strengthening the skillsyou have acquired from the three prior practicums.

Throughout your practicum courses, you will be keeping a journal about your experience. Thiswill be a place to write about frustrations, achievements, and growth.

Good luck to you and this wonderful endeavor you have chosen!

Sincerely,

The Early Childhood Education Faculty at MATC

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INSTRUCTIONAL TIME CLINICAL EXPERIENCE

Practicum 1 1 hour per week 3 hours per week for 8 weeksThe other 8 weeks are dedicated to observing various early childhood programs.

Practicum 2 1 hour per week 6 hours per week for the entire semester



Practicum Outline

P R A C T I C U M

1CHILDD-174

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2

P R A C T I C U M

1CHILDD-174

This practicum was designed to give basic information to the students wishing tolearn more about Early Childhood Education. The class is broken into two sections.One portion is the instructional time, which is 1 hour a week. The students meet withan instructor and discuss various topics related to Early Childhood Education. Theother portion of the class, which is the weekly 2 hour and 55 minute long session,entails five (5) observations at different sites and then an 8-week clinical experienceat a single site.

Students will have an opportunity to observe five (5) different types of early childhoodprograms, including federally funded child care centers, privately funded child carecenters, college funded child care centers, and DPI funded early childhood programs.Some examples of these programs could be: Head Start, Public School, Child CareCenter, Montessori, Waldorf, Special Education, etc. With each observation, each stu-dent will write a reaction to the type of program, whether this type of program wouldbe of interest to the student, and a brief summary of what was learned during the tour.

The student will also have an opportunity to work in a program with young childrenfor an 8-week clinical experience. Before beginning the clinical experience, each stu-dent will create a short biography about himself/herself to share with the cooperatingteacher and anyone else at the site at which the student is placed. During each of the8 weeks, a different topic will be covered during the 1 hour instructional portion ofthe class. The students will fill out a form that relates to the topic. The forms arefound in this handbook.

Finally, the student will write a reflection paper at the end of the semester lookingback at the experiences s/he had. In this paper, the student will also discuss her orhis future aspirations in the field of early childhood education and if these aspirationshave changed as a result of the experiences obtained in Practicum 1.

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Practicum 1CHILDD-174

Requirements To Be Completed Each Week At Your Clinical Site

* All of the following activities must be approved by the cooperating teacher prior to introducingthem to the children! For example, if you select a book to bring, clear it with your cooperating teacher.

* The cooperating teacher must check and date the completion of the requirements for each week. This form will be given to the supervising instructor at the end of the clinical experience.Whenever possible student teachers must assist in all classroom and caregiving routines (diapering, feeding, etc.)!

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CHILDD-1741

WEEK CO-OP CO-OP# TEACHER TEACHER

CHECK CHECK

• read/talk about a book from the classroom to a child

• read a story from the

classroom to the children or to an individual child

INFANT/TODDLERPLACEMENT

PRESCHOOL/SCHOOL AGEPLACEMENT

1

• bring in a book and read/talk about it with a child

• bring a book and read it to the children2

• participate in feeding routine

• bring a book and

prepared props to read and share with the children3

• participate in feeding routine• introduce a song or

finger play to a child

• introduce a song or finger play to the children4

• diaper a child• bring in a toy or item that is appro-

priate to share with the children

• bring in some props or items to enhance the dramatic play area

5

• diaper a child and the feedingchecklist must be completed

• bring in a mirror and have a childinteract with you and the mirror

• bring in some items toenhance the manipulative/fine motor area6

• complete diapering checklist• assist in the disinfecting of

toys/items in the room

• bring in some items to enhancethe science area7

• participate in feeding routineand diapering

• introduce another song or finger play to a child

• introduce another song or finger play to the children

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Classroom Environment

Name ________________________________________________________________________________

Location of Clinical Site ________________________________________________________________

Date __________________Age Group of Children __________________________________________

1. Describe the feeling you got while observing at your clinical site (security, cleanliness, welcoming, etc.).

2. Describe the physical environment of the classroom. (What are the interest centers/learningcenters in the room?)

3. Which were the centers/areas that were most used by the children? Which were the centers/areas least used by the children? Why do you think this is? (Not applicable for infant placements)

4. On following page, please draw a diagram of the room at your clinical site.

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PRACTICUM 1

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CHILDD-1741

Please draw a diagram of the room at your clinical site.

Daily Schedule

Name ________________________________________________________________________________



1. Write down/attach the daily schedule of your clinical site (if you are working with infants/toddlersprovide the schedule of one of the children).

2. In the past two weeks, has the co-op teacher followed the schedule (for infants/toddlers – has the child stayed on the same schedule or does she/he change eating, sleeping, awake time)?Comment.

3. Do you feel the schedule works for the children in the classroom? If so, why? If not, why?(Infants/toddlers – describe what it is like to work with a variety of schedules in one room. Isit working out?)

4. If you were the teacher, how would you schedule the portion of the day that you are there?(Not applicable for infant placements)

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PRACTICUM 1

Classroom Supervision/Guidance

Name ________________________________________________________________________________



1. What type(s) of approach does the co-op teacher use while guiding behaviors in the classroom?

2. Do you feel these are appropriate approaches? Why? If not, what would you suggest?

3. Describe several methods you have observed where the adults in the room empower the children’sself-esteem.

4. What suggestions would you give the co-op teacher regarding his/her classroom management?For what things would you congratulate him/her?

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CHILDD-1741

Play

Name ________________________________________________________________________________



1. Which type of play are you observing? Explain what that type means.

2. Regarding gender difference, are you noticing a difference in the types of materials/things thetwo genders play with? If so, what?

3. Do you feel the room provides appropriate materials for young children to play with? Please describe.

4. Regarding the “dos and don’ts” of play, are there any that stand out in your mind? What changes would you make?

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PRACTICUM 1

Attachment

Name ________________________________________________________________________________



1. Do you feel the children have a strong bond with the adults in the room? Is there a particularstudent you’ve noticed that does not?

2. How do the adults in the room create an attachment with the children?

3. Is there a bond between the co-op teacher and the parents of the children in the room?Describe what you have noticed.

4. Have you felt an attachment with the children in the room? Is there a particular child that youhave grown especially attached? Describe the relationship and why you think you have developed a stronger bond with that particular child.

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CHILDD-1741

Language

Name ________________________________________________________________________________



1. Give two examples of the children using expressive language (expressing self by speaking,demonstrating, pointing, crying, etc.).

2. Give two examples of the children demonstrating receptive language (understanding what hasbeen asked of them/stated to them).

3. Do you feel the co-op teacher expresses herself in an appropriate manner for the age group/types of children you are working with? If so, support your reason. If not, explain why not.

4. Do you feel there is enough opportunity for the children to develop their expressive andreceptive language throughout the day? Explain.

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PRACTICUM 1

Motor

Name ________________________________________________________________________________



1. Are there appropriate gross motor activities provided daily by the co-op teacher? Give at leastthree (3) examples of any motor activities you have observed.

2. Are there appropriate fine motor activities provided daily by the co-op teacher? Give at leastthree (3) examples any fine motor activities you have observed.

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CHILDD-1741

Teacher as a Communicator

Name ________________________________________________________________________________



1. Do you feel the co-op teacher communicates clearly with the children? Give examples to support your answer.

2. Do you feel you communicate clearly with the children? Give examples to support your answer.

3. Do you feel the co-op teacher truly listens to the children? Give examples to support youranswer. (Eye contact, on same physical level, responds, etc.)

4. Do you feel that you truly listen to the children? Give examples to support your answer.

5. Have you witnessed the co-op teacher communicating with the parents? What is your reaction to what you have seen?

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PRACTICUM 1

L E T T E R T O C O O P E R AT I N G T E A C H E R

Thank you so much for taking on a practicum student! This is the first of four

practicums that each student does in the Early Childhood Education program at MATC.

Keep in mind that some students may not have much experience with young children;

others may have quite a bit. Either way this first practicum is to help our students get a

“feel” for the job, for their role as a student teacher and to have a positive experience

working with young children.

Students are expected to come to your room once a week for 8 weeks. They are scheduled for aparticular day, each time coming for 3 hours. This is called their “clinical”, commonly known asstudent teaching.

The student is allowed to make up a missed day of clinical but must first get your approval, thenimmediately inform the supervising instructor (that’s the MATC instructor who will come to seethe student in action). If the student does not make up any missed days of clinical, he/she will befailed. We’d appreciate a call if a student misses more than one (1) class.

The student’s first day of clinical is to be an “observation day” where that student can sit back andobserve the daily routine and teaching style of the teachers in the room. However, the studentmay participate in activities if she/he feels comfortable enough to do so. If not, that’s fine.

For the other seven clinical days, the student should be involved in daily activities and assist thecooperating teacher and staff in any way possible. Encourage the student to be an active participantin the classroom routine wherever possible, though she/he does not have to lead an activity ifshe/he feels uncomfortable. Even so we’d like all our students to eventually read to any childrenwho request a book, sit on the floor with the children during rug time, and change diapers —whatever an assistant teacher might be expected to do, within reason. However, students maynever be left alone with children unless that student is also an employee of your center.

Our Practicum 1 students should not be using their clinical time to do assignments, such as fillingout their weekly reflection forms.

If there are any questions or concerns, please feel free to contact the supervising instructor at________________________. (If no number has been written in please call Lamonte Blades at 297-8060 and ask her to give you contact information for the supervising instructor. Your studentteacher should also have this information.) An attendance sheet, mid-term evaluation and a finalteacher evaluation form are included.

THANKS!

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CHILDD-1741

R O L E O F T H E C O O P E R AT I N G T E A C H E R

Thank you! Thank you for sharing your time and talents with an MATC Early ChildhoodEducation student teacher. We are thankful to have committed providers who are willing to helpin the training of new early childhood professionals.

Serve as a role model… The student will be learning how to teach and nurture by watching you.They have been instructed to ask you about how and why you do things. Please be prepared forspecific questions, such as “Why did you have Tanya hold your hand and not Jimmy?” Pleaseunderstand the student is not questioning your authority but just trying to learn from you. Yourinsights are extremely valuable!

Offer guidance… Discuss with the student the rules of the center and your expectations of him/her.Please be clear and understandable with your directions and explanations to prevent miscommuni-cation. Don’t assume your student understands how things work at your site, even if s/he appearsto. S/he’s trying hard to fit in and may inadvertently create the impression s/he knows what to do.A relationship where s/he feels free to ask questions would be the most beneficial in this regard.

Evaluate the student… You will be asked to complete a written evaluation of the student. Inaddition, you will be asked to evaluate some learning activities the student will do. Your opinioncounts! Your evaluation is taken into account when a grade is given to the student. Also, pleasesit down with the student and review the evaluations, explain the comments you made or how youfelt. If you share your insights into your student’s performance, s/he may be better able to understandher/his strengths and weaknesses. For Practicum 1 we expect that some students will be nervousand that things won’t always go as planned. No one learns without first making a few mistakes.

Take time each day to discuss:

• Daily plans – let the student know what will happen each day or week and what role youwould like the student to play.

• Daily dialogue – take a few minutes at the end of the day to discuss the events of the day.What went well? What could be improved?

• Any activities the student wants to share with the children, including books, songs, fingerplays, and small group activities. This should be done in advance so you are comfortablewith what the student brings in for the children. Ideally the student presents their materialsthe week before. If this isn’t possible make time early in the day’s session to see what thestudent has in mind.

Attendance: Please take daily attendance on the form the student will provide. We take atten-dance and punctuality very seriously as these are job skills. Students who miss a session of theclinical must speak with you and arrange a makeup day. We want to know if students miss morethan one day or if they show a pattern of tardiness (late to more than two sessions). Actually wewant our students to arrive early so they are already settled in when the scheduled session begins.

What if things aren’t working or you have concerns? Please contact the student’s supervisinginstructor immediately if there are any problems or concerns. She/he will discuss the situationwith you and create a plan of action.

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PRACTICUM 1

I N T R O D U C I N G T H E S T U D E N T T O T H E P R A C T I C U M S I T E

Make introductions…

• Find out the first and last name of your student teacher.• Exchange home telephone numbers.• Decide what you want the student to be called (Randella, Miss Randella, Miss Jones). • Introduce the student to the children and to the parents. • Can the children wear name tags? (Many centers put a piece of masking tape with the

child’s name on each child’s back. Since most children are busy playing it’s easier to see aname this way. The tape also stays put; the child forgets about it.) It may be necessary tokeep this up for the first several weeks.

• Introduce the student to the director and to the other teachers and staff at your center.

Give a tour…

• Show the student around your room. Point out where supplies are located.

• Show the student where to keep personal belongings, which restroom to use and anythingthat would help him/her feel more comfortable.

Give information…

• Explain important center rules: hand washing, proper use of playground equipment, etc.• Explain your approach to guidance and discipline. Identify the limits you set for children’s

behavior and how you would like the student to help in guiding children’s behavior.

• Discuss children with special needs or children who work best with certain strategies. Explainthose needs/strategies and give insights and suggestions. Keep in mind that some of thePracticum 1 students have never worked with young children or guided their behavior.

Explain the daily routine…

• Explain the children’s schedule of activities and tell the student how s/he might be of help atdifferent times of the day. Remember though that our students cannot be left alone with children,even to take a child to the bathroom or on the playground. Student teachers cannot be countedin your ratios either. The exception is for students who are also employees at your center.

• Explain proper emergency procedures such as fire evacuations, severe weather warnings orwhat you want the student to do when a child gets injured.

Take the time to get to know each other…

• Talk with the student about your interests and about the kind of working relationship youwould like to have.

• Encourage the student to share his/her interests.

• Encourage the student to keep you informed of MATC’s course work.

Take time to give feedback…

• Remember that the student is there to learn. Positive feedback is always helpful.• Also, remember to give constructive ideas and suggestions for improvement. On the other

hand, this is the student’s first practicum experience so we mostly want the student to try afew activities out, get comfortable with children, and learn to work well with staff. Thesestudents have an additional three (3) practicum to learn the details of teaching.

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CHILDD-1741

Attendance Sheet

Student’s Name ________________________________________________________________________


• Co-op teacher must initial each week please

• Student’s day begins at ______________________________

(Each session should last 2 hours and 55 minutes).

When students are late please write their arrival time in the column marked “Late”.

17

PRACTICUM 1

WEEK DATE PRESENT ABSENT LATE

1

2

3

4

5

6

7

8

Student Teacher Midterm Review Infant or Toddler Setting

Student Teacher: ______________________________________________________________________

Cooperating Teacher: __________________________________________________________________

School/Center: ______________________________________________Date: ____________________

This evaluation should be completed by the cooperating teacher and returned to the student priorto ________________________________. Comments provided will assist the supervising instructorin properly assessing the student teacher’s work performance. Thank you.

1. Comment on the student teacher’s professional manner (appearance, language, interactionwith others).

2. Characterize the student teacher’s interactions with the children in the room.

3. Characterize the student teacher’s interactions with the adults and other staff in the room.

4. Has the student teacher shared books with children in the classroom? Were these books thestudent brought in? Were they shared in an appropriate manner?

5. Has the student teacher participated appropriately in caregiving routines (feeding, diapering, dressing, preparing for naps)? Any comments:

18

CHILDD-1741

Student Teacher Midterm Review

Preschool or School Age Setting

Student Teacher: ______________________________________________________________________




1. Comment on the student teacher’s professional manner (appearance, language, interactionwith others).

2. Characterize the student teacher’s interactions with the children in the room.

3. Characterize the student teacher’s interactions with the adults and other staff in the room.

4. Has the student teacher shared books with children in the classroom? Were these books thestudent brought in? Were they shared in an appropriate manner?

5. When appropriate to do so, has the student teacher freely joined in to assist in the classroom?Please comment.

19

PRACTICUM 1

Student Teacher Final Evaluation Form

Infant or Toddler Setting

Student Teacher: ______________________________________________________________________




1. What are the student teacher’s strengths?

2. What goal areas need improvement?

3. Have you as the cooperating teacher seen any growth for the student teacher throughout thisexperience? Please explain.

4. Has the student teacher demonstrated appropriate caregiving techniques, such as feeding, diapering, dressing and preparing children for nap?

5. Has the student teacher attended each week, arrived on time, come prepared to join in?

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CHILDD-1741


Preschool / School Age Setting

Student Teacher: ______________________________________________________________________




1. What are the student teacher’s strengths?

2. What goal areas need improvement?

3. Have you as the cooperating teacher seen any growth for the student teacher throughout thisexperience? Please explain.

4. Has the student joined in the classroom, assisted, interacted, found ways to help out? Hashe/she brought in books to read? Has the student asked questions and made an effort to learn?

5. Has the student teacher attended each week, arrived on time, come prepared to join in?

21

PRACTICUM 1

22

CHILDD-1741M A K E C O P I E S O F T H I S C H E C K L I S T !

Diapering Checklist

Student’s name ______________________________________________Date of evaluation ________

Cooperating teacher: __________________________________________________________________

Please watch the student as he/she diapers an infant. Please rate the student’s skills/abilities.Review the completed evaluation with the student as soon as possible. Add comments or exam-ples of the listed skills as necessary to support or explain your ratings.

Washes hands before bringing infant to the diapering area

Arranges needed supplies before bringing infant to diapering area

Talks to infant – explaining what will happen – before lifting infant

Infant is lifted and held in a safe, soothing and nurturing manner

Talks positively to the infant, explaining what is happening, or sings to the infant

Rules of cleanliness are followed: gently washes infant from front to back, etc.

Disposes of dirty diaper appropriately

Student is aware of safety during diapering (does not turn away from the infant, no items are placed within infant’s reach, etc.)

Makes positive sustained eye contact with the infant

Distracts the infant as appropriate

Soothes the infant as needed

Diapers the infants as needed, NOT only as scheduled

Student expresses an accepting attitude towards diapering

Records diapering information immediately and accurately

Sanitizes diapering surface, puts supplies away

Washes hands after diapering

COMMENTS:

MET WORKING UNMETON

23

PRACTICUM 1M A K E C O P I E S O F T H I S C H E C K L I S T !

Feeding Checklist



Please watch the student as he/she feeds an infant. Please rate the student’s skills/abilities.Review the completed evaluation with the student as soon as possible. Add comments or examples of the listed skills as necessary to support or explain your ratings.

Washes hands before beginning feeding routine

Food/bottle is prepared correctly

Feeding area is prepared correctly; the area is prepared before the infant is brought over to eat

Talks to the infant – explaining what will happen – before lifting the infant

The infant is lifted and held in a safe, soothing and nurturing manner

The infant is fed according to his/her individual routine

Talks positively or sings to the infant during feeding

Makes positive sustained eye contact with the infant during feeding

Feeding techniques reflect an awareness of infant’s individual rhythm and needs

Is attentive to the infant during feeding, yet aware of other infants in the room

Soothes the infant as needed during the feeding

Feeds the infant in a relaxed nurturing manner

Records feeding time and amount immediately and accurately

Leftover food/formula was disposed/stored correctly

Feeding area was cleaned/sanitized appropriately after the feeding

COMMENTS:

MET WORKING UNMETON

P R A C T I C U M

2CHILDD-192

25

26

P R A C T I C U M

2CHILDD-192

27


This practicum was designed for students to learn how to write and implement activityplans. The class is broken into two (2) sections. One portion is the instructional time,which is 1 hour a week. The students meet with an instructor and discuss various topicsrelated to their clinical sites. The other portion of the class, which is 6 hours a week,provides the student with an opportunity to work in a room with young children.

Before beginning the clinical experience each student will create a short biographyabout himself/herself to share with the cooperating teacher and other staff at theirassigned clinical site.

Students will be expected to keep a journal that will be used through all of the clinicalexperiences. The purpose of the journal is for the student to reflect upon the studentteaching experience and assess self growth. Students should record their personalsuccesses and accomplishments as well as difficulties and disappointments. Theremust be one entry per clinical session recorded. Suggested entry topics may include:classroom dilemmas, relationships between student and or staff, personal views, newideas to improve instruction, planned activities.

Beginning in the second week of the clinical experience the student will begin to createand implement activities in the classroom. Two activities must be carried out each week.The activities may be implemented with the group or on an individual basis – dependingupon the age level and the activity. An activity form has been provided in this handbook.The student must make copies of the activity form. The cooperating teacherwill be evaluating each activity and will fill out an activity evaluation form, which isalso provided in this handbook. Copies must be made of this form as well.

By the end of this clinical experience students will be able to demonstrate appropriatecaregiving and classroom routines. Students will also have completed an ITERS(Infant/Toddler Environment Rating Scale) and ECERS (School-Age Care EnvironmentRating Scale) assessment with one classroom modification. Finally, students willhave observed one of the children in the room at least 4 times and filled out the formfor recording anecdotal notes.

Requirements To Be Completed Each Week If Placed With Infants/Toddlers

* All of the following activities must be approved by the cooperating teacher prior to introducingthem to the children!

* Cooperating teachers must check and date the completion of the requirements for each week.This form will be turned in at the end of the clinical experience to the supervising instructor.Student teachers must assist in all classroom and caregiving routines (diapering, feeding, etc.)!

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CHILDD-1922


CHECK CHECK

• read/talk about a book from theclassroom to a child


INFANTPLACEMENT

TODDLERPLACEMENT

1

• plan and implement 2 activities/interactions (developmental areas:speech and language and personal-social)


• bring a book and read it to the children

• plan and implement 1 song or finger play2


• diapering checklist must be completed

• bring a book and prepared props toread and share with the children

• plan and implement 1 art activityand diapering checklist must be completed

3

• plan and implement 2 activities/interactions (developmental areas:motor and perceptual-cognitive)

• feeding checklist must be completed

• bring in some props or items toenhance the dramatic play area

• plan and supervise 1 language activity and 1 flannel board activity

4


• add an item to the classroom forauditory interest

• bring in some items to enhance themanipulative/fine motor area

• plan and supervise 1 fine motoractivity and 1 cognitive activity

5

• plan and implement 2 activities/interactions (developmental areas:your choice)

• bring in a book and read/talkabout it with a child

• bring in some items to enhance thescience area

• set up and supervise the sensory table

• plan and supervise 1 science activity

6

• plan and implement 2 activities/interactions (developmental areas: personal-social andspeech/language)

• introduce a song or finger play to a child

• bring in some new items toenhance the music area

• plan and implement 1 music andmovement activity and 1 activityof your choice

7

29

PRACTICUM 2

• plan and implement 2 activities/interactions (developmental areas:personal-social and speech/language)

• add an item to the classroom forvisual interest


• plan and implement a flannelboard activity and 1 song or finger play

8


CHECK CHECK

• plan and implement 2 activities/interactions (developmental areas:perceptual-cognitive and motor)


• plan and implement 1 large motoractivity and 1 art activity


INFANTPLACEMENT

TODDLERPLACEMENT

9




• plan and supervise 1 languageand 1 free-choice activity

10



• bring in some items to enhance themanipulative/fine motor area


11



• bring in some items to enhance thescience area

• set up and supervise the sensory table• plan and supervise 1 science activity

12




• plan and implement 1 music andmovement activity and 1 activity of your choice

13

• plan and implement 2 activities-interactions (developmental areas:perceptual-cognitive and motor)



• plan and implement a flannel boardactivity and a song or finger play

14

• plan and implement 2 activities/interactions for (developmental areas:perceptual-cognitive and motor)




15

Requirements To Be Completed Each Week

If Placed With Preschool Or School Age

* All of the following activities must be approved by the cooperating teacher prior to introducing

them to the children!

* Cooperating teacher must check and date the completion of the requirements for each week.

This form will be turned in at the end of the clinical experience to the supervising instructor.

Student teachers must assist and participate in all classroom routines!

30

CHILDD-1922

WEEK CO-OP# TEACHER

CHECK

• read/talk about a book from the classroom to a child or a group of children

PRESCHOOL OR SCHOOL AGE PLACEMENT

1

• bring a book and read it to the children • plan and implement 1 song or finger play 2

• bring a book and prepared props to read and share with the children• plan and implement 1 art activity and 1 large motor activity3

• bring in some props or items to enhance the dramatic play area• plan and supervise 1 language activity and 1 flannel board activity4

• bring in some items to enhance the manipulative/fine motor area• plan and supervise 1 fine motor activity and 1 cognitive/

pre-academic activity5

• bring in some items to enhance the science area • plan and supervise 1 science activity • set up and supervise the sensory table (if there is not a sensory table,

create one by using a large plastic bin)6

• bring in some new items to enhance the music area • plan and implement 1 music and movement activity and 1 activity of

your choice7

31

PRACTICUM 2

WEEK CO-OP# TEACHER

CHECKPRESCHOOL OR SCHOOL AGE PLACEMENT

• bring a book and read it to the children • plan and implement a flannel board activity and 1 song or finger play8

• plan and implement 1 large motor activity and 1 art activity• bring a book and prepared props to read and share with the children9

• bring in some props or items to enhance the dramatic play area• plan and supervise 1 language and 1 free-choice activity10

• bring in some items to enhance the manipulative/fine motor area• plan and supervise 1 fine motor activity and 1 cognitive/pre-academic activity11

• bring in some items to enhance the science area • plan and supervise 1 science activity• set up and supervise the sensory table12

• bring in some new items to enhance the music area• plan and implement 1 music and movement activity and 1 activity of your choice13

• bring a book and read it to the children • plan and implement a flannel board activity and a song or finger play14


M A K E C O P I E S O F T H I S S H E E T !

Activity Plan

Name: __________________________________________Number of children and adults __________

Curriculum area: ________________________________Developmental area:____________________

32

CHILDD-1922

Description of the activity:

Objective/purpose for doing the activity:

Transition into the activity:

Materials needed:

Procedure (step by step):

Transition from activity:

Student evaluation (Did you meet your objectives? What changes would you make?)

CRITERIA COOPERATING TEACHER MET WORKING UNMETCOMMENTS ON

Briefly describe how the child or childrenresponded to the activity. Was he/she orwere they actively involved? Did it meettheir developmental needs?

Were there any guidance/behavior concerns?If so, were they handled appropriately?

Was the activity effective in encouraging theconcepts and skills to be learned? Did thestudent encourage those concepts throughappropriate vocabulary?

Was the activity well organized? Werethere enough materials? Were the materials prepared in advance?

M A K E C O P I E S O F T H I S S H E E T !

Activity Plan Evaluation Form

Student Teacher: ____________________________________________Date: ____________________

Cooperating Teacher: ________________________________________Activity: __________________

This form is to be filled out by the cooperating teacher after each activity the student teacher

performs. Comments provided will assist the supervising instructor in properly assessing the

student teacher’s work performance as well as provide the student with a constructive evaluation

of their activity. Thank you for your participation.

33

PRACTICUM 2

Briefly describe how the child or childrenresponded to the activity. Was he/she orwere they actively involved? Did it meettheir developmental needs?

Was the activity effective in encouraging theconcepts and skills to be learned? Did thestudent encourage those concepts throughappropriate vocabulary?

Did the student incorporate transitions toand from the activity that consisted of asong, finger play, poem, or some other formof creative idea?

How could the activity be improved?

Additional comments:

Anecdotal Recording

Use the following format for recording the four (4) anecdotal notes. Try to separate the observa-tions by a week or two.

Child’s initials __________Child’s date of birth ____________________________________________

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CHILDD-1922

What did you learn from these observations?

DATE AND TIME OBJECTIVE OBSERVATIONS

L E T T E R T O T H E C O O P E R AT I N G T E A C H E R

Dear Cooperating Teacher:

Thank you for accepting to work with an MATC student teacher enrolled in the Early ChildhoodEducation Program. Your knowledge and experience will greatly assist in the molding of futureearly childhood educators. In every placement, cooperating teachers are urged to observe the students and let them actively work with the children according to their ability. If you decide tolet your student do small or large group activities he or she will learn from both failures and successes. More advanced students are able, under your supervision, to take over the whole classand plan activities. Students have been instructed to provide consistent assistance to the cooper-ating teacher by finding ways to be helpful and not waiting for instructions. Please keep an opencommunication line between yourself and the student.

As students begin their placement, please discuss with them the duties/responsibilities you expectfrom them in your setting. In turn, they will share with you the assignments they are to completethroughout the semester. As a reminder, in accordance with HFS 46.04(2)(i) and HFS 46.05(1)(i)(1&5) these state: “Volunteers and student teachers shall participate in the orientation required.”;and “Students teachers who are not employed by the day care center may not be considered bythe day care center in determining staff-to-child ratios while gaining their student teaching experi-ence.” Please note that State Regulations and MATC program policy states that “a student shouldnot be left alone with the children – in the classroom, hallways, stairs, playground, or on fieldtrips.”The student needs your experienced supervision when interacting with children.

The student will share with you the required work that must be completed in your classroom.Please fill out the evaluation form provided for each of the student’s assignments. Such evaluationsmay potentially assist the student’s growth and development. During the midterm and at the endof the student’s practicum experience, please complete the student evaluation forms included inthis packet. These evaluations should be given to the student for their review; the documents willalso be reviewed by the instructor of the class and included in the student’s clinical file.

Thank you again for sharing your time, talents and guidance with the student! If you have anyquestions please feel free to contact the instructor of the class. This instructor will contact you byphone or in person within the first two weeks of the semester.

Sincerely,

MATC Early Childhood Education Department

35

PRACTICUM 2


Thank you!

Thank you for sharing your time and talents with an MATC Early Childhood Education studentteacher. We are thankful to have committed providers who are willing to help in the training ofnew early childhood professionals.

Serve as a role model…

The student will be learning how to teach and nurture by watching you. They have been instruct-ed to ask you about how and why you do things. Please be prepared for specific questions, suchas “Why did you have Tanya hold your hand and not Jimmy?” Please understand the student is notquestioning your authority but just trying to learn from you. Your insights are extremely valuable!

Offer guidance…

Discuss with the student the rules of the center and your expectations of him/her. Please be clearand understandable with your directions and explanations to prevent miscommunication.

Evaluate the student…

You will be asked to complete a written evaluation of the student. In addition, you will be askedto evaluate some learning activities that the student will do. Your opinion counts! Your evaluationis taken into account when a grade is given to the student. Also, please sit down with the studentand review the evaluations, explain the comments you made or how you felt. If you share yourinsights into your student’s performance, s/he may be better able to understand his/her strengthsand weaknesses. Please sign the attendance form weekly that the student will give to you.




• Caregiving Routines – take time daily to discuss caregiving routines and provide examplesby modeling appropriate behavior.

What if this does not work?

Please contact the student’s instructor immediately if there are any problems or concerns. We willdiscuss the situation and hopefully will come up with suggestions to resolve the problem.

36

CHILDD-1922



• Find out the first and last name of your student teacher.

• Exchange home telephone numbers.

• Introduce the student to the children and to the parents.


Give a tour…



Give information…

• Explain important center rules such as hand washing, proper use of playground equipment, etc.

• Explain your approach to guidance and discipline. Identify the limits you set for children’sbehavior and how you would like the student to help in guiding children’s behavior.

• Discuss children with special needs with the student. Explain those needs and give sugges-tions for teaching strategies.


• Explain the children’s schedule of activities and tell the student how s/he might be of helpat different time of the day.

• Explain proper emergency procedures such as fire evacuations, severe weather warnings oran injured child.






• Remember that the student is there to learn from you and needs all of the positive feedbackyou can give.

• Also, remember to give constructive ideas and suggestions for improvement and then the stu-dent will truly be receiving an education

37

PRACTICUM 2

Attendance Sheet

Student’s Name ________________________________________________________________________

Location of clinical site ________________________________________________________________

• Cooperating teacher must initial each week please

• Student’s day begins at ______________________________ .

*If student attends more than one day per week please write the dates attended for the week.

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CHILDD-1922


1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16



Student Teacher: ______________________________________________________________________


Center: ________________ Date: ________________________________________________________


1. What is the student teacher’s professional manner? (appearance, language, interaction with others)

2. How does the student teacher interact with the children in the room?

3. How does the student teacher interact with the adults and other staff in the room?

4. Has the student teacher planned and implemented developmentally appropriate activities forthe group of children he/she is working with?

5. Has the student teacher participated appropriately in daily caregiving routines (feeding, diapering, etc.) if appropriate? Any comments:

39

PRACTICUM 2



Student Teacher: ______________________________________________________________________


Center: ____________________________________________________Date: ____________________






40

CHILDD-1922



Student Teacher: ______________________________________________________________________


Center: ____________________________________________________Date: ____________________

This evaluation should be completed by the cooperating teacher and returned to the student priorto ________________________________. Comments provided will assist the supervising instructorin properly assessing the student teacher’s work performance. Thank you

The professional qualities of the student teacher will be evaluated on the following criteria: (1) needsimprovement; (2) satisfactory; (3) above average; (4) outstanding; and (NO) not observed.

41

PRACTICUM 2

PROFESSIONALISM 1 2 3 4 NO

Attendance and punctuality

Flexibility

Self-directed

Maintains confidentiality

Cooperation with others

Sense of humor

Attitude toward children

Attitude toward adults

Attitude toward administrators

Dressed appropriately

COMMENTS:

Student Teacher Final Evaluation Form – Infant or Toddler Setting (CONT.)

42

CHILDD-1922

WORKING WITH CHILDREN 1 2 3 4 NO

Aware of safety factors

Understands children at their own levels

Skill in group guidance and individual guidance

Aware of total situation even when working with one child

Sense of professional ethics

Listens to children and responds in an appropriate manner

COMMENTS:

WORKING WITH OTHER TEACHERS, PARENTS, AND VOLUNTEERS 1 2 3 4 NO

Willingness to accept direction and suggestions

Is friendly and cooperative with staff members

Accepts criticism and demonstrates a change in behavior

Respects confidential information

COMMENTS:

PROGRAMMING 1 2 3 4 NO

Plans in advance and prepares adequately

Makes routines and transitions valuable and interesting

Creative activities that are interesting and developmentally appropriate

Demonstrates appropriate diapering technique

Demonstrates appropriate feeding skills

COMMENTS:

Student Teacher Final Evaluation FormPreschool or School Age

Student Teacher: ______________________________________________________________________


Center: ____________________________________________________ Date: ____________________


The professional qualities of the student teacher will be evaluated on the following criteria: (1)needs improvement; (2) satisfactory; (3) above average; (4) outstanding; and (NO) not observed.

43

PRACTICUM 2



Flexibility

Self-directed



Sense of humor





COMMENTS:

Student Teacher Final Evaluation Form – Preschool or School Age (CONT.)

44

CHILDD-1922







Listens to children and responds in an appropriate manner

COMMENTS:






COMMENTS:

PROGRAMMING 1 2 3 4 N0




COMMENTS:

4545


Diapering Checklist




















COMMENTS:

MET WORKING UNMETON

46


Feeding Checklist



















COMMENTS:

MET WORKING UNMETON

49

P R A C T I C U M

3CHILDD-197

50

P R A C T I C U M

3CHILDD-197

By the end of this practicum students will have created, implemented and evaluatedweek long thematic lesson plans. The class is broken into two (2) sections. One portionis the instructional time, which is 1 hour a week. During this time the students meetwith an instructor and discuss various topics related to young children. The otherportion of the class, which is 6 hours a week, provides the student with an opportunityto work in an early childhood setting.

Before beginning the clinical experience each student will create a short biography abouthimself/herself to share with the cooperating teacher and other staff at the clinical site.

Throughout the clinical experience the student will keep a journal that will be usedthroughout the remaining clinical experiences as well. The purpose of the journal isfor the student to reflect upon the student teaching experience and assess self growth.Students should record their personal successes and accomplishments as well asdifficulties and disappointments. There must be one entry per clinical session recorded.Suggested entry topics may include: classroom dilemmas, relationships between studentand or staff, personal views, new ideas to improve instruction, planned activities.

Beginning on the second week of the clinical experience the student will begin to createand implement activities in the classroom. Two activities must be carried out eachweek. The activities may be implemented with the group or on an individual basis –depending upon the age level and the activity itself. An activity form has been providedin this handbook. The student must make copies of the activity form. The coop-erating teacher will be evaluating each activity and will fill out an activity evaluationform also provided in this handbook. Copies must be made of this form as well.

By the end of this clinical experience students will have evaluated a child in theclassroom, recorded 4 anecdotal observations, created and put up an educationalbulletin board, planned a field trip, and have planned and implemented at least twoweek long thematic lesson plans.

51


Requirements to be Completed each Week

If Placed with Infants or Toddlers



52

CHILDD-1973


CHECK CHECK



INFANTPLACEMENT

TODDLERPLACEMENT

1




• plan and implement 1art activityand 1 song or finger play2

• plan and implement 2 activities/interactions (developmental areas: personal-social andspeech/language


• bring a book and prepared propsto read and share with the children

• plan and implement 1 art activityand diapering checklist must be completed

3





4



• bring in some items to enhance the manipulative/fine motor area


5

• plan and implement 2 activities/interactions (developmental areas: your choice)


• bring in some items to enhance the science area



6





7

53

PRACTICUM 3





8


CHECK CHECK



• plan and implement 1 large motor activity and 1 art activity


INFANTPLACEMENT

TODDLERPLACEMENT

9





10





11



• bring in some items to enhance the science area



12




• plan and implement 1 music andmovement activity and 1 activity of your choice

13

Head Teacher Week!Student must plan and implement all ofthe activities for the week following theclassrooms daily schedule. Each activitydone must be written down using a lesson plan form. One is provided inthis handbook. A copy of the dailyschedule must be provided as well.

Head Teacher Week! Student must plan and implement all ofthe activities for the week following theclassrooms daily schedule. Each activitydone must be written down using alesson plan form. One is provided inthis handbook. A copy of the dailyschedule must be provided as well.

14

Head Teacher Week!Student must plan and implement all ofthe activities for the week following theclassrooms daily schedule. Each activitydone must be written down using a lesson plan form. One is provided inthis handbook. A copy of the dailyschedule must be provided as well.

Head Teacher Week! Student must plan and implement all ofthe activities for the week following theclassrooms daily schedule. Each activitydone must be written down using a lessonplan form. One is provided in thishandbook. A copy of the daily schedulemust be provided as well.

15


If Placed With Preschool or School Age


* Cooperating teacher must check and date the completion of the requirements for each week.This form will be turned in at the end of the clinical experience to the supervising instructor.Student teachers must assist and participate in all classroom routines!

54

CHILDD-1973

WEEK CO-OP# TEACHER

CHECK



1

• plan and implement 2 art activities• bring in some props or items to enhance the dramatic play area2

• plan and implement 2 science and/or sensory activities• add items to the sensory table3



• bring in some items to enhance the science area • plan and supervise 1 science activity• set up and supervise the sensory table (if there is not a sensory table, then

create one using a large plastic bin)6


your choice7

55

PRACTICUM 3

WEEK CO-OP# TEACHER






• bring in some items to enhance the science area • plan and supervise 1 science activity• set up and supervise the sensory table12

• bring in some new items to enhance the music area• plan and implement 1 music and movement activity and 1 activity of your choice13

Head Teacher Week! Student must plan and implement all of the activitiesfor the week following the classrooms daily schedule. Each activity done mustbe written down using a lesson plan form. One is provided in this handbook.A copy of the daily schedule must be provided as well.

14


15

56

CHILDD-1973M A K E C O P I E S O F T H I S S H E E T !

Activity Plan






Materials needed:




57

PRACTICUM 3M A K E C O P I E S O F T H I S S H E E T !








Briefly describe how the child or childrenresponded to the activity. Was he/she orthey actively involved? Did it meet theirdevelopmental needs?



Was the activity effective in encouraging the concepts and skills to be learned?Did the student encourage those conceptsthrough appropriate vocabulary?




Did the student incorporate transitions toand from the activity that consisted of asong, fingerplay, poem, or some other formof creative idea?

Head Teacher Weeks

Each student is to assume the responsibility of head teacher in their practicum placement for 2 weeks.

The student and the cooperating teacher should discuss the following:

• What head teacher duties will the student perform?

• When will we plan together?

During the 2 weeks the student will be responsible for the activities, transitions, daily routines(snack, bath rooming, story time) and any other portions of the day that would normally be led bythe head teacher. MATC understands that certain centers/schools have strict regulations and mustabide by them. If it is not feasible for the student to create and implement all of the activitiesthroughout the day, then please allow the student to implement as much as possible. The goal ofthis assignment is for the student to have as much hands-on experience as possible. The studentshould know what it is like to run a classroom on their own.

The role of the cooperating teacher is to become the assistant in the classroom. Please sit backand enjoy your classroom of children from a different point of view. If you see the student strug-gling perhaps allow the student to try and figure out how to make the situation better (of coursewithout letting the situation get out of control). At the end of the day please review with the stu-dent how things went and offer your advice constructively.

Good Luck to all of you and enjoy this experience!

58

CHILDD-1973

Lesson Plan Form

59

PRACTICUM 3

TIME OF DAY DAY AND DATE DAY AND DATE

60

CHILDD-1973Anecdotal Recording

Use the following format for recording the four (4) anecdotal notes. Try to separate the observa-tions by a week or two.

Child’s initials __________Child’s date of birth ____________________________________________

DATE AND TIME OBJECTIVE OBSERVATIONS

What did you learn from these observations?

Educational Bulletin Board

Plan a bulletin board for the classroom. The bulletin board may be planned for the children or theparents. If planning a board for the children, the board must be interactive where the children areable to work with it during free choice time. An example would be: The students are to work ontheir counting skills. In the middle of the board there is a tree with many apples on it and at thebottom of the bulletin board there are five (5) baskets numbered 1-5. The children are to take offthe apples from the tree and place the correct number of apples identified on each basket.

If planning a board for the parents, the board may be used as a means to educate parents on vari-ous topics such as: the importance of play, making healthy choices for the whole family, the coldseason is ahead… how to prepare.

Please type the answers to the following questions regarding the bulletin board:

1. Describe the children’s involvement in the preparation of the bulletin board.

2. If creating a children’s bulletin board, what developmental concepts were reinforced?

3. Briefly describe the responses of the children, staff, and parents to the bulletin board.

4. What would you do differently? Explain your answer.

5. What would you do the same? Explain your answer.

6. Did your bulletin board achieve the purpose? Explain your answer.

*Include a photograph of the bulletin board.

Field Trip

Assist the cooperating teacher in planning a field trip. The site you use may be as simple as a walkto a park or to the fire/police station. Other options include: zoo, museum, library, farm, etc.

Please type the answers to the following questions regarding the field trip:

1. Explain why this site was chosen.

2. Describe/explain safety concerns about the chosen field trip site.

3. How does the field trip relate to what the children are currently learning?

4. List and explain your duties involved in planning this field trip (permission slip, contacting bus, etc.).

5. Briefly evaluate the field trip. Was everything prepared? Did you achieve the purpose ofthe field trip?

6. What were some of the more successful parts of the field trip?

7. What were some of the unsuccessful parts of the field trip? What changes would be madefor next time?

*Include a sample permission slip that was given to the parents before the field trip.

61

PRACTICUM 3



Thank you for accepting to work with an MATC student teacher enrolled in the Early ChildhoodEducation Program. Your knowledge and experience will greatly assist in the molding of futureearly childhood educators. In every placement, cooperating teachers are urged to observe the stu-dents and let them actively work with the children according to their ability. If you decide to letyour student do small or large group activities he or she will learn from both failures and success-es. More advanced students are able, under your supervision, to take over the whole class andplan activities. Students have been instructed to provide consistent assistance to the cooperatingteacher by finding ways to be helpful and not waiting for instructions. Please keep an open com-munication line between yourself and the student.

As students begin their placement, please discuss with them the duties/responsibilities you expectfrom them in your setting. In turn, they will share with you the assignments they are to completethroughout the semester. As a reminder, in accordance with HFS 46.04(2)(i) and HFS 46.05(1)(i)(1&5) these state: “Volunteers and student teachers shall participate in the orientation required.”;and “Students teachers who are not employed by the day care center may not be considered bythe day care center in determining staff-to-child ratios while gaining their student teaching experi-ence.” Please note that State Regulations and MATC program policy states that “a student shouldnot be left alone with the children – in the classroom, hallways, stairs, playground, or on field-trips.” The student needs your experienced supervision when interacting with children.

The student will share with you the required work that must be completed in your classroom.Please fill out the evaluation form provided for each of the student’s assignments. Such evalua-tions may potentially assist the student’s growth and development. During the midterm and at theend of the student’s practicum experience, please complete the student evaluation forms includedin this packet. These evaluations should be given to the student for their review; the documentswill also be reviewed by the instructor of the class and included in the student’s clinical file.


Sincerely,


62

CHILDD-1973


Thank you!

Thank you for sharing your time and talents with a MATC Early Childhood Education studentteacher. We are thankful to have committed providers who are willing to help in the training ofnew early childhood professionals.



Offer guidance…










63

PRACTICUM 3







Give a tour…



Give information…



• Discuss children with special needs with the student. Explain those needs and give sugges-tions for teaching strategies.









• Remember that the student is there to learn from you and needs all of the positive feedbackyou can give.

• Also, remember to give constructive ideas and suggestions for improvement and then thestudent will truly be receiving an education

64

CHILDD-1973

65

PRACTICUM 3Attendance Sheet

Student’s Name ________________________________________________________________________






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

Student Teacher Midterm ReviewInfant or Toddler Setting

Student Teacher: ______________________________________________________________________


Center: ____________________________________________________Date: ____________________






5. Has the student teacher participated appropriately in daily caregiving routines (feeding, diapering,etc.) if appropriate? Any comments:

66

CHILDD-1973

Student Teacher Midterm ReviewPreschool or School Age Setting

Student Teacher: ______________________________________________________________________


Center: ____________________________________________________Date: ____________________






67

PRACTICUM 3

68

CHILDD-1973Student Teacher Final Evaluation Form


Student Teacher: ______________________________________________________________________


Center: ____________________________________________________Date: ____________________


The professional qualities of the student teacher will be evaluated on the following criteria: (1) needsimprovement; (2) satisfactory; (3) above average; (4) outstanding; and (NO) not observed.



Flexibility

Self-directed



Sense of humor





COMMENTS:

69

PRACTICUM 3Student Teacher Final Evaluation Form – Infant or Toddler Setting (CONT.)







Listens to children and responses in an appropriate manner

COMMENTS:






COMMENTS:







COMMENTS:

70

CHILDD-1973Student Teacher Final Evaluation Form

Preschool or School Age

Student Teacher: ______________________________________________________________________


Center: ____________________________________________________ Date: ____________________





Flexibility

Self-directed



Sense of humor





COMMENTS:

71

PRACTICUM 3Student Teacher Final Evaluation Form – Preschool or School Age (CONT.)








COMMENTS:






COMMENTS:





COMMENTS:

72


Diapering Checklist




















COMMENTS:

MET WORKING UNMETON

73


Feeding Checklist



















COMMENTS:

MET WORKING UNMETON

P R A C T I C U M

4CHILDD-199

75

76

P R A C T I C U M

4CHILDD-199

This is the last practicum! This final practicum focuses on professionalism. The classis broken into two (2) sections. One portion is the instructional time, which is 1 houra week. During this time the students meet with an instructor and discuss various top-ics related to young children. The other portion of the class, which is 6 hours a week,provides the student with an opportunity to work in an early childhood setting.

Before beginning the clinical experience each student will create a short biography abouthimself/herself to share with the cooperating teacher and other staff at the clinical site.

Throughout the clinical experience the student will keep a journal that will be usedthroughout the remaining clinical experiences as well. The purpose of the journal isfor the student to reflect upon the student teaching experience and assess self growth.Students should record their personal successes and accomplishments as well as dif-ficulties and disappointments. There must be one entry per clinical session recorded.Suggested entry topics may include: classroom dilemmas, relationships between studentand or staff, personal views, new ideas to improve instruction, planned activities.

Beginning on the second week of the clinical experience the student will begin to createand implement activities in the classroom. Two activities must be carried out eachweek. The activities may be implemented with the group or on an individual basis –depending upon the age level and the activity itself. An activity form has been providedin this handbook. The student must make copies of the activity form. The coop-erating teacher will be evaluating each activity and will fill out an activity evaluationform also provided in this handbook. Copies must be made of this form as well.

By the end of this clinical experience students will have planned and implemented atleast four week long thematic lesson plans, created a resume, interviewed a directoror principal and written a 1 year, 3 year and 5 year professional/educational goal plan.

77



If Placed With Infants or Toddlers* All of the following activities must be approved by the cooperating teacher prior to introducingthem to the children!


78

CHILDD-1994


CHECK CHECK



INFANTPLACEMENT

TODDLERPLACEMENT

1

• plan and implement 2 activities/interactions (developmental areas: speech and language and personal-social)



• plan and implement 1art activityand 1 song or finger play2



• bring a book and prepared propsto read and share with the children

• plan and implement 1 art activity • diapering checklist must

be completed

3





4



• bring in some items to enhancethe manipulative/fine motor area


5



• bring in some items to enhancethe science area



6





7

79

PRACTICUM 4





8


CHECK CHECK





INFANTPLACEMENT

TODDLERPLACEMENT

9





10





11

Head Teacher Week!Student must plan and implement all of theactivities for the week following the classroom’sdaily schedule. Each activity done must bewritten down using a lesson plan form. Oneis provided in this handbook. A copy of thedaily schedule must be provided as well.


15



14



13



12

80

CHILDD-1994Requirements To Be Completed Each Week

If Placed With Preschool Or School Age


* Cooperating teacher must check and date the completion of the requirements for each week.This form will be turned in at the end of the clinical experience to the supervising instructor.Student teachers must assist and participate in all classroom routines!

WEEK CO-OP# TEACHER

CHECK



1

• plan and implement 2 art activities• bring in some props or items to enhance the dramatic play area2

• plan and implement 2 science and/or sensory activities• add items to the sensory table3


• bring in some items to enhance the manipulative/fine motor area• plan and supervise 1 fine motor activity and 1 cognitive/

pre-academic activity5

• bring in some items to enhance the science area • plan and supervise 1 science activity• set up and supervise the sensory table (if there is not a sensory table,

then create one using a large plastic bin)6


your choice7

81

PRACTICUM 4

WEEK CO-OP# TEACHER







12


13


14


15

82

CHILDD-1994M A K E C O P I E S O F T H I S S H E E T !

Activity Plan






Materials needed:




83

PRACTICUM 4M A K E C O P I E S O F T H I S S H E E T !








Briefly describe how the child or childrenresponded to the activity. Was he/she orthey actively involved? Did it meet theirdevelopmental needs?



Was the activity effective in encouragingthe concepts and skills to be learned? Didthe student encourage those conceptsthrough appropriate vocabulary?


Did the student incorporate transitions toand from the activity that consisted of asong, fingerplay, poem, or some otherform of creative idea?



Head Teacher Weeks

Each student is to assume the responsibility of head teacher in their practicum placement for 4 weeks.

The student and the cooperating teacher should discuss the following:

• What head teacher duties will the student perform?

• When will we plan together?

During the 4 weeks the student will be responsible for the activities, transitions, daily routines(snack, bath rooming, story time) and any other portions of the day that would normally be led bythe head teacher. MATC understands that certain centers/schools have strict regulations and mustabide by them. If it is not feasible for the student to create and implement all of the activitiesthroughout the day, then please allow the student to implement as much as possible. The goal ofthis assignment is for the student to have as much hands-on experience as possible. The studentshould know what it is like to run a classroom on their own.

The role of the cooperating teacher is to become the assistant in the classroom. Please sit backand enjoy your classroom of children from a different point of view. If you see the studentstruggling perhaps allow the student to try and figure out how to make the situation better (ofcourse without letting the situation get out of control). At the end of the day please review withthe student how things went and offer your advice constructively.

Good Luck to all of you and enjoy this experience!

84

CHILDD-1994

85

PRACTICUM 4Lesson Plan Form

TIME OF DAY DAY AND DATE DAY AND DATE

Interview of a Director or Principal

Depending upon your interest choose a director or principal to interview. Below are the questionsthat should be answered during the interview. If you have other questions, please incorporatethem in the interview.

1. Give a brief description of the person being interviewed. Where does he/she work, what ishis/her position, your impression of him/her and anything else that would be relevant forthe instructor to get a better picture of the person being interviewed.

2. Please describe what a typical day is like for the interviewee.

3. How long has this person been in this position?

4. Why did this person enter the field of early childhood education?

5. What are two (2) things the interviewee likes best about their position?

6. What are two (2) things the interviewee likes least about their position?

7. What words of advice would he/she be able to give?

The answers must be typed and turned in to the instructor.

86

CHILDD-1994

1 Year, 3 Year and 5 Year

Professional/Educational Goal Plan

87

PRACTICUM 4

1 year professional goal plan:

1 year educational goal plan:

3 year professional and educational goal plan:

5 year professional and educational goal plan:



Thank you for accepting to work with an MATC student teacher enrolled in the Early ChildhoodEducation Program. Your knowledge and experience will greatly assist in the molding of futureearly childhood educators. In every placement, cooperating teachers are urged to observe the stu-dents and let them actively work with the children according to their ability. If you decide to letyour student do small or large group activities he or she will learn from both failures and success-es. More advanced students are able, under your supervision, to take over the whole class andplan activities. Students have been instructed to provide consistent assistance to the cooperatingteacher by finding ways to be helpful and not waiting for instructions. Please keep an open com-munication line between yourself and the student.

As students begin their placement, please discuss with them the duties/responsibilities you expectfrom them in your setting. In turn, they will share with you the assignments they are to completethroughout the semester. As a reminder, in accordance with HFS 46.04(2)(i) and HFS 46.05(1)(i)(1&5) these state: “Volunteers and student teachers shall participate in the orientation required.”;and “Students teachers who are not employed by the day care center may not be considered bythe day care center in determining staff-to-child ratios while gaining their student teaching experi-ence.” Please note that State Regulations and MATC program policy states that “a student shouldnot be left alone with the children – in the classroom, hallways, stairs, playground, or on field-trips.” The student needs your experienced supervision when interacting with children.

The student will share with you the required work that must be completed in your classroom.Please fill out the evaluation form provided for each of the student’s assignments. Such evalua-tions may potentially assist the student’s growth and development. During the midterm and at theend of the student’s practicum experience, please complete the student evaluation forms includedin this packet. These evaluations should be given to the student for their review; the documentswill also be reviewed by the instructor of the class and included in the student’s clinical file.


Sincerely,


88

CHILDD-1994


Thank you!

Thank you for sharing your time and talents with an MATC Early Childhood Education studentteacher. We are thankful to have committed providers who are willing to help in the training ofnew early childhood professionals.



Offer guidance…










89

PRACTICUM 4







Give a tour…



Give information…



• Discuss children with special needs with the student. Explain those needs and give suggestions for teaching strategies.









ª Remember that the student is there to learn from you and needs all of the positive feedbackyou can give.

• Also, remember to give constructive ideas and suggestions for improvement and then thestudent will truly be receiving an education

90

CHILDD-1994

91

PRACTICUM 4Attendance Sheet

Student’s Name ________________________________________________________________________






1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16



Student Teacher: ______________________________________________________________________


Center: ____________________________________________________Date: ____________________






5. Has the student teacher participated appropriately in daily caregiving routines (feeding, diapering,etc.) if appropriate? Any comments:

92

CHILDD-1994



Student Teacher: ______________________________________________________________________


Center: ____________________________________________________Date: ____________________






93

PRACTICUM 4


Infant or Toddler

Student Teacher: ______________________________________________________________________


Center: ____________________________________________________Date: ____________________



94

CHILDD-1994



Flexibility

Self-directed



Sense of humor





COMMENTS:

95

PRACTICUM 4Student Teacher Final Evaluation Form – Infant or Toddler Setting (CONT.)








COMMENTS:






COMMENTS:







COMMENTS:


Preschool or School Age

Student Teacher: ______________________________________________________________________


Center: ____________________________________________________Date: ____________________



96

CHILDD-1994



Flexibility

Self-directed



Sense of humor





COMMENTS:

97

PRACTICUM 4Student Teacher Final Evaluation Form – Preschool or School Age (CONT.)








COMMENTS:






COMMENTS:





COMMENTS:

M A K E C O P I E S O F T H I S C H E C K L I S T !

Diapering Checklist




98

CHILDD-1994

















COMMENTS:

MET WORKING UNMETON

M A K E C O P I E S O F T H I S C H E C K L I S T !

Feeding Checklist




99

PRACTICUM 4
















COMMENTS:

MET WORKING UNMETON

Commonly Asked Questions

Is there compensation while participating in a practicum?

There is NO COMPENSATION FOR THE PRACTICUMS. The student is not to be counted in staff

ratio and is never to be left alone with the child/children. Students who receive compensation in

any form DURING STUDENT TEACHING HOURS must have the approval of MATC’s Early

Childhood Instructional Chairperson.

What happens when I need to be absent from my practicum due to an illness?

Students are expected to attend all assigned sessions at their practicum sites and all related semi-

nar classes. When should you be absent from a practicum due to illness?

• Adults with communicable diseases, which are transmitted through normal contact, should

not be at work in a program for young children.

• Adults with other contagious diseases, such as strep throat, lice and impetigo may return to

work after medical treatment has begun.

• Adults with herpetic cold sores may work, but must carefully practice personal hygiene.

• Adults who are experiencing an emotional crisis should not be participating in the practicum.

When illness prevents attendance, students are expected to call the cooperating teacher prior to

the start of the assigned practicum hours. All missed hours must be made up.

What is the role of the MATC instructor?

An MATC instructor will supervise the student several times at the practicum site. The instructor

will observe and evaluate the student’s strengths, needs and progress in interactions, planning and

implementing learning activities. The MATC instructors will conference with the student and also

serve as a resource person for the students.

What if I would like to request a change of a practicum site?

A student may request a change of a practicum site within the first two weeks of the semester.

The student will get the practicum change form from H226 or their faculty advisor. A change of

placement form, from the MATC instructor, must be completed and turned in to the Early

Childhood Placement Coordinator. The Early Childhood Education Department will decide if a

change in placement is warranted. The decision will be made in a timely fashion.

100


What happens when the practicum competencies cannot be met?

The Early Childhood Education Department will adhere to the following guidelines when a studentcannot meet the practicum competencies at the placement site:

• When the student’s placement is terminated during the first half of the semester every effort willbe made to assist the student in completing the practicum by finding another placement site.

• When a student’s placement is terminated during the second half of the semester the followingchoices are available to the student:

1. The student may choose to receive an incomplete for the practicum course if 80% of thecourse has been completed with a grade of C or better and if there is a major personal crisis.

2. The student may choose to withdraw from the practicum course.

3. The student may choose to receive a grade of a U for the final grade in the practicum course.

101


early childhood education - matc

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