EEC4940 - Internship in Early Childhood Education

• Completion of all other courses required in the Bachelor of Science in Early Childhood Education program with a grade of C or better.
• Verification of a passing grade on the Professional Education and Subject Area portions of the Florida Teacher Certification Exam.

Academic Dean’s Contact Information

LAKELAND DEAN’S OFFICE: LLC 2255              PHONE: (863) 297-1024
WINTER HAVEN DEAN’S OFFICE: WSC 101      PHONE: (863) 297-1020

Polk State College Mission and Program Outcomes

Polk State College, a quality driven institution, transforms lives through the power of education by providing access to affordable associate and baccalaureate degrees, career certificates and workforce employment programs, delivered by diverse, qualified faculty and staff. In line with this purpose, Polk State’s Associate in Science and baccalaureate degree programs develop competence in career areas. This course focuses on the development of competencies related to the following program outcomes:

• Demonstration of Florida Educator Accomplished Practices (FEAPs)
• Demonstration of Florida Reading Endorsement Competency Five (Demonstration of Accomplishment)
• Demonstration of Competencies in Florida ESOL Endorsement Domains Three (Methods) and Five (Assessment)

Florida Educator Accomplished Practices (FEAPs)

Instructional Design and Lesson Planning

1.A       Align instruction with state-adopted standards at the appropriate level of rigor.

1.B       Sequence lessons and concepts to ensure coherence and attainment of required prior knowledge.

1.C      Design instruction for students to achieve mastery.

1.D      Select appropriate formative assessments to monitor learning.

1.E       Use diagnostic student data to plan lessons.

1.F       Develop learning experiences that require students to demonstrate a variety of applicable skills and competencies.

The Learning Environment

2.A       Organize, allocate, and manage the resources of time, space, and attention.

2.B       Manage individual and class behaviors through a well-planned management system.

2.C      Convey high expectations to all students.

2.D      Respect students’ cultural, linguistic, and family backgrounds.

2.E       Model clear, acceptable oral and written communication skills.

2.F       Maintain a climate of openness, inquiry, fairness, and support.

 2.G      Integrate current information and communication technologies.

2.H      Adapt the learning environment to accommodate differing needs.

2.I        Utilize current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve educational goals.

Instructional Delivery and Facilitation

3.A       Deliver engaging and challenging lessons.

3.B       Deepen and enrich students’ retention and usage of material through the use of content area literacy strategies, thought verbalization, and application of the subject matter.

3.C      Identify gaps in students’ subject matter knowledge.

3.D      Modify instruction to respond to preconceptions or misconceptions.

3.E       Relate and integrate the subject matter with other disciplines and life experiences.

3.F       Employ higher-order questioning techniques.

3.G      Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding

3.H      Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students.

3.I        Support, encourage, and provide immediate and specific feedback to students to promote student achievement.

3.J       Utilize student feedback to monitor instructional needs and to adjust instruction.

Assessment

4.A       Analyze and apply data from multiple assessments and measures to diagnose students’ learning needs, inform instruction based on those needs, and drive the learning process.

4.B       Design and align formative and summative assessments that match learning objectives and lead to mastery.

4.C      Use a variety of assessment tools to monitor student progress, achievement, and learning gains.

4.D      Modify assessment and testing conditions to accommodate learning styles and varying levels of knowledge.

4.E       Share the importance and outcomes of student assessment data with each student and the student’s parent/caregiver(s).

4.F       Apply technology to organize and integrate assessment information.

Continuous Professional Improvement

5.A       Design purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs.

5.B       Examine and use data-informed research to improve instruction and student achievement.

5.C      Use a variety of data independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning, and continuously improve the effectiveness of the lessons.

5.D      Collaborate with the home, school, and larger communities to foster communication and to support student learning and continuous improvement.

5.E       Engage in targeted professional growth opportunities and reflective practices, both independently and in collaboration with colleagues.

5.F       Implement information and skills acquired in professional development opportunities to the teaching and learning process.

Professional Responsibility and Ethical Conduct

6.         Recognize that educators are held to high moral standards in the community, and that the effective educator adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida, pursuant to Rules 6B-1.001 and 6B-1.006, F.A.C., and fulfills expected obligations to students, the public, and the education profession.

Reading Endorsement Competency Five (Demonstration of Accomplishment)

Upon successful completion of this course, students will be able to:

5.1 Use assessment and data analyses to monitor student progress and guide instruction over time to ensure an increase in student learning.

5.2 Demonstrate research-based instructional practices for facilitating reading comprehension.

5.3 Demonstrate research-based instructional practices for developing oral/aural language development.

5.4 Demonstrate research-based instructional practices for developing students’ phonological awareness.

5.5 Demonstrate research-based instructional practices for developing phonics skills and word recognition. 

5.6 Demonstrate research-based instructional practices for developing reading fluency and reading endurance.

5.7 Demonstrate research-based instructional practices for developing both academic and domain specific vocabulary.

5.8 Demonstrate research-based instructional practices to facilitate students’ monitoring and self-correcting in reading. 

5.9 Demonstrate research-based comprehension instructional practices for developing students’ higher order thinking to enhance comprehension.

5.10 Demonstrate research-based instructional practices for developing students’ ability to read critically. 

5.11 Demonstrate differentiation of instruction for all students, utilizing increasingly complex print and digital text.

5.12 Demonstrate skill in assessment and instruction with English Language Learners (ELLs) from diverse backgrounds and varying English proficiency levels.                                     

5.13 Create an information-intensive environment that includes print and digital text.

5.14 Use a variety of instructional practices to motivate and engage students in reading.

5.14 Demonstrate intentional, explicit, systematic writing instruction as it relates to the ability to read written language.

ESOL Endorsement Domain Three (Methods)

Upon successful completion of this course, students will be able to:

3.3.A    Use culturally responsive and sensitive, age-appropriate, and linguistically accessible materials for English Language Learners (ELLs) of diverse backgrounds and varying English proficiency levels.

3.3.B    Use a variety of materials and resources, including Level-1 resources, to assist English Language Learners (ELLs) to develop language and content-area skills.

ESOL Endorsement Domain Five (Assessment)

Upon successful completion of this course, students will be able to:

5.3.A    Use performance-based assessment tools and tasks that measure English Language Learners’ progress in English language and literacy development.

5.3.B    Evaluate and use criterion-referenced assessments that are appropriate for English Language Learners (ELLs) from diverse backgrounds and varying English proficiency levels.

5.3.D   Prepare English Language Learners (ELLs) to use self- and peer-assessment techniques when appropriate.

5.3.F     Assess English Language Learners’ (ELL) language and literacy development in classroom settings using a variety of authentic assessments (e.g., portfolios, checklists, and rubrics).

Additional Course Outcomes:

Upon successful completion of this course, students will be able to:

• Demonstrate the skills and strategies appropriate for managing a highly effective classroom environment.
• Select and plan materials for effective instruction, and use assessment to guide instructional decisions for diverse student populations.

 

Course Content:

1. Instructional Design and Lesson Planning

            Child Growth and Development Models

2. Learning Enviornment

1. Developmentally Appropriate Practices
2. Classroom Behavioral Models

3. Instructional Delivery

1. Research Based Practices
2. Cross Content Instructional Strategies

4. Assessment

            Intervention Strategies

5. Professional Development
6. Ethical Conduct

Textbook and Other Requirements

Textbook information is provided in the course syllabus, at the campus bookstore, on the campus bookstore website (www.polk.bncollege.com), or via the “Shop Textbook” button on the PASSPORT schedule of classes.

The Gordon Rule

This is not a Gordon Rule course.

Student Help

The professor is available for help during posted hours and by appointment during other non-class hours. Students are encouraged to seek assistance from the professor. To further the educational process, the campus Learning Resources Centers, comprised of the Teaching/Learning and Computing Center (TLCC) JDA Student Success Center, and library, are available for student use. Each resource provides qualified staff and up-to-date equipment and facilities to promote students’ academic success. The TLCCs and JDA Student Success Center provide tutoring services, computing resources, and other instructional support. The library provides information resources, individual and group study space, research assistance, information literacy instruction, and computing resources. Each facility provides free wireless access to the Internet. Polk State College Library, Student Success Center, and TLCC hours of operation and tutoring schedules are posted at each facility and on the College website.

Withdrawing From a Course

Students may officially withdraw from course(s) during any given term, provided they follow the appropriate policy and procedure. Following the conclusion of the Drop/Add Period, a student may officially withdraw without academic penalty from any credit course, provided he or she has submitted the appropriate forms to the Student Services Office no later than the published deadline. The published deadline reflects approximately (but no more than) 70% of the term, based upon the course’s scheduled duration. It is the student’s responsibility to submit these withdrawal forms; failure to do so may result in a grade of F in the course. Under the Forgiveness Policy, a student is allowed only three attempts in any one course: one initial enrollment and two repeats. A student is not allowed to withdraw from a third course attempt. Limited admission programs may have specific guidelines regarding course withdrawal that vary from this policy. Individuals should refer to the student handbook for that program for more information. If a student stops attending class, the grade earned, usually an F, is assigned and posted. Prior to withdrawing from a course, the student should consult with the Financial Aid Office to determine what impact, if any, withdrawal from the course will have on his or her financial aid status. A student cannot use course withdrawal to avoid academic dishonesty penalties. A student who has been penalized for academic dishonesty in a course is not eligible to withdraw from the course.

Repeating a Course

Under the Forgiveness Policy, a student is allowed only three attempts in any one college credit course: one initial enrollment and two repeats. Under certain circumstances, a student may petition to repeat a credit course beyond the three attempts. Limited admission programs may have specific guidelines regarding repeating a course that vary from this policy. Individuals should refer to the student handbook for that program for more information. The student should be aware that repeating a course may result in a higher course cost. A course cannot be repeated unless the previously earned grade is a D, F, or W (the Polk State College Catalog provides further details regarding this process). Prior to repeating a course, the student should consult with the Financial Aid Office to determine what impact, if any, repeating the course will have on his or her financial aid status.

Academic Dishonesty

Each student is responsible for his or her work. It is assumed that each student is honest and will abide by this standard; however, in the event that there is an indication or suspicion of cheating/plagiarism, the situation shall be dealt with in accordance with the published College policy. Copies of this policy are available in the Student Services Office. Students should also refer to the course syllabus for more specific information.

Information Technology Access/Use Policy

All individuals who employ the information technology resources provided by Polk State College (this includes, but is not limited to, telephones, computers, the Polk State College Local Area and Wide Area Networks, and the Internet) must use these resources for academic purposes only. Use of these resources is a privilege, not a right. Inappropriate use can result in revocation or suspension of this privilege.

Equal Access/Opportunity

Polk State College is an equal access/equal opportunity institution committed to excellence through diversity in education and employment. The College complies with all state and federal laws granting rights to students, employees, and applicants for employment or admission to the College. Polk State College does not discriminate on the basis of race, color, national origin, ethnicity, sex, age, religion, sexual orientation, marital status, veteran status, genetic information, disability, or pregnancy in its programs, activities, or employment.

The following person has been designated to handle inquiries regarding the non-discrimination policies:
Valparisa Baker
Director, Equity & Diversity (Title IX Coordinator)
999 Avenue H NE
Winter Haven, FL 33881-4299
Office: WAD 227, 863.292.3602 Ext. 5378, vbaker@polk.edu.

Equal Opportunity For Students With Disabilities

The College complies with The Americans with Disabilities Act and provides equal educational opportunity for qualified individuals. A student with a disability who requires special accommodations or auxiliary aids under The Americans with Disabilities Act (ADA) should contact the Student Services Office on either campus and speak with a Disability Services Advisor or the Coordinator of Disability Services. Note: Limited admission programs may have performance restrictions that apply. Restrictions (where applicable) are outlined in each program’s student handbook.

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