Instructor: Diane Garrett-Kings, M.A. ECE Office Hours ...€¦ · Capstone Portfolio (50 points): Students will create and present a Capstone portfolio. The portfolio should include
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Instructor: Diane Garrett-Kings, M.A. ECE Office Location: Wham 322C email: dgkings@siu.edu & joywarfare@aol.com Email is the best way to reach me. You can leave phone messages at C&I Reception Desk: (618) 536-2441, although I cannot guarantee phone messages will reach me in a timely manner.
Office Hours: Monday 12:30p-4:30p & Thursday 3:00p-5:00p Or By appointment
Catalogue Description
This course is a supervised work experiences in settings for children and families and/or public
agencies.
Course Objectives
To develop professionalism through direct experience with children and families.
To reflect on personal growth and development and make plans for personal improvement.
To improve ability to communicate with other professionals and with children and families.
To increase knowledge about the specific agency to which the student is assigned.
To increase ability to communicate both through oral and written communication.
To demonstrate ability to use technology in a professional setting.
To develop professionally through candid self-evaluation of performance.
To increase skill level in 10 core competencies that are vital to your future.
Instructional Methods
Various methods of instruction will be utilized including discussion, lecture, and presentation.
Participation and student engagement is mandatory.
Textbook
Required Textbook:
Sweitzer, H. F. & King, M. (2014). The successful internship: Personal, professional, and civic
development in experiential learning (4th Edition). Belmont, CA: Brooks/Cole.
Consulted Textbooks:
Johnson, R., Mims-Cox, J., & Doyle-Nichols, A. (2006). Developing Portfolios in Education: A
guide to reflection, inquiry, and assessment. Thousand Oaks, CA: Sage Publications, Inc.
Kiser, P. (2011). The human service internship: Getting the most from your experience. (3rd
Edition). Belmont, CA: Brooks/Cole.
SYLLABUS CI: 495
Fall 2016
Structure of CI 495
In-Class:
Students in CI 495 will meet on campus for 2 hour weekly seminars with the course instructor for
discussion of current issues and events. This time is not counted toward the hour requirement.
In-Field:
Students in CI 495 will spend approximately 20 hours per week (20 hours per week during
Fall/Spring semesters and 40 hours a week during summer semester) in an approved human service
agency under the supervision of experienced on-site personnel for a minimum total of 320 hours.
Students may not count their lunch time toward the required hours for this internship
experience. Students are not expected to work during Spring/Fall break, Thanksgiving break or Final's
week. If necessary and possible, students are allowed to work during the break.
Students are expected to perform at least as well as entry level professionals in the early
childhood field. Specific job duties and assignments will be agreed upon by the site supervisor, student,
and instructor as each placement is unique. Periodic conferences will be held with the field experience
coordinator, site supervisor, and intern student.
Course Policies
Seminar Attendance - Students will be presenting what they learned from their work and discussing the
topic assigned each week. Students are expected to attend all the seminars. One absence will be
allowed for emergency. Being absent for seminar two or more times will result in the deduction of one
grade (From A to B, C to D, and so on).
Seminar Participation- Participation in these seminars is crucial. Participation will be based on active
group discussion which comprises of: individual researching, listening, and thinking about what others
are saying and expressing his/her own opinion. Interns should respect classmates, guest speakers, and
the course instructor.
Professionalism – Professionalism during this seminar discussion is mandatory. Any unprofessional
behaviors observed in class or reported will be reflected on the student’s final grade. Professional
behavior includes but is not limited to:
1. Students should be respectful to the course instructor and other classmates.
2. Students are expected to use manners, kind words, appreciate differences.
3. Students should pay attention to guest speakers and demonstrate participation such as asking
questions, answering questions, taking notes, following directions, etc.
4. Students should demonstrate organization skills.
5. All assignments must be typed and submitted on time.
6. All assignments must be saved in a designated folder on a reliable computer.
5. Students should bring the course binder every class.
6. Students should be on time. Tardiness considered half an absence.
7. Students are not permitted to make or receive personal phone calls, emails, or text message in
class. If observed, they will have their final course grade lowered by one letter grade for each
occurrence.
8. Grammar, punctuation, and spelling must be correct. Points will be deducted for writing errors.
If, as a whole, the intern's writing shows consistent weaknesses and do not improve, she/he may
not pass the course.
Communication with Instructor- Effective oral and written communication with the course instructor is
mandatory. Communication tools includes, but are not limited to: e-mailing, utilizing office hours,
leaving messages on Livetext, etc. Students are held responsible for all missing assignments. Students
must follow up if their initial communication with the course instructor is delivered to her or not.
Request Accommodation for Special Needs:
If students have a qualified disability and needs special accommodations, they should notify the
instructor and request verification of eligibility for accommodations from the Office of Student
Disabilities. Please advise the instructor of such disability and the desired accommodations as soon as
possible.
Course Evaluation
1. Internship Evaluation (50 points): The performance of the internship experience will be evaluated by the site supervisor. There are two conferences: mid-term and final. Students are expected to complete a written self-evaluation prior to the mid-term and perform it orally during the conference. However, only the final evaluation by the site supervisor will be reflected for your final grade. (50 pts).
2. Reflective Journals (150 points): Students are to write weekly journals and submit them through Livetext. Each journal is worth 10 points and late submissions will lose half the total points. Reflective thinking and writing skills are two of the major criteria for the grading.
3. Professional Contribution Project (50 points): Students will search, plan, and execute a professional contribution that will benefit the agency in which the internship takes place. Details and examples of the professional contribution will be discussed in class. Evidence of the students’ professional contribution is documented and presented in class.
4. Capstone Portfolio (50 points): Students will create and present a Capstone portfolio. The portfolio should include content that is relevant to the students’ tracks. All artifacts in the portfolio must directly come from the internship and should reflect how students have accomplished the ten core competencies discussed later. The final grade will be determined by the quality of the contents, artifacts, and oral presentation.
Grading Policies
1. Grades are determined on a point scale. 2. Submitting falsified documents will result in failing the course. 3. The course instructor has right to lower the final grade in the case of student misconduct
and/or lack of professionalism in class and the internship site. 4. Students are responsible for improving writing throughout the year. If students have
incompetent writing skills, they will be advised to seek outside help such as private editors or SIUC’s Writing Center. Failure to improve writing skills will result in failure of the course.
5. Failure to complete the following assignments on time and in a professional manner will also result in a lower grade. (more than 2 occurrences )
Mandated Orientation Pass/Fail
Seminar Attendance Pass/Fail
Active Participation in seminars Pass/Fail
Writing skills Pass/Fail
Internship Contract Pass/Fail
Core competency Outline Pass/Fail
Mid-Term conference Pass/Fail
Daily Logs Pass/Fail
Resume Consultation Pass/Fail
Site Supervisor’s Portfolio Approval Pass/Fail
Final Conferences Pass/Fail
Professionalism Pass/ Fail
6. Any late assignment will lose half of the total possible points. 7. Any assignment that is late more than a week from the due date is not accepted and will be an
automatic zero. 8. Students who are asked to leave the internship will forfeit the hours earned up to that point
and repeat the course next semester. 9. Students must earn “C” or better in this course to pass. 10. Students earning a “D” or “F” must repeat the course and students may only repeat the course
one time. 11. Incomplete: Below is SIUC’s policy on “incomplete”.
An INC is assigned when, for reasons beyond their control, students engaged in passing
work are unable to complete all class assignments. An INC must be changed to a completed
grade within a time period designated by the instructor but not to exceed one year from the
close of the term in which the course was taken, or graduation whichever occurs first. Should
the student fail to complete the course within the time period designated, not to exceed one
year, or graduation, whichever occurs first, the incomplete will be converted to a grade of F and
the grade will be computed in the student's grade point average. Students should not register
for courses in which an INC has been assigned with the intent of changing the INC grade. Re-
registration will not prevent the INC from being changed to an F. (Grading and Scholastic
Regulations – Grading System Explanation, SIUC Undergraduate Catalog)
It is the responsibility of the instructor who gave the INC to make the final
determination of the grade that will replace the INC. This agreement should be completed and
the original given to the student when the instructor assigns the incomplete grade. A copy
should be kept by the instructor, sent to the student's academic advisement office, and placed
on file with the Department.
Grading Scale and Points
A: 90-100% 270-300
B: 80-89% 240-269
C: 70-79% 210-239
D: 60-69% 180-209
Course Schedule FALL 2016 Calendar
Readings for Seminar Journal topics Internship
schedule
Due
Week 1
8/25
Introduction to course J-Journey Begins Agency’s
orientation
Contract
(Intern’s &
Supervisor’s)
Week 2
9/1
Ch1. The Lay of the Land
J- Metaphor Observation 1 DL/WR
Week 3
9/8
Ch2.Framing Experience
Ch6. The Learning Contract
J-Goal Setting
(CC Outline)
Observation1 DL/WR
Week 4
9/15
Ch3. Tools for Engaged
Ch5.Experiencing What Ifs:
J-What Ifs?
DL/WR
Week 5
9/22
Ch10.Navigating the Internship
Site “Professional Contribution”
J-Understanding the
program
DL/WR
Week 6
9/29
Ch4. Starting with You:
Ch6. Supervision
J-Understanding
Yourself
DL/WR
Week 7
10/6
Ch7. Getting to know the clients J-Understanding
Clients
DL/WR
Week 8
10/13
Fall Break 10/8-10/11/16
PC Project Presentation
J-Getting Tuned
(Checking goals)
Mid-Term
Conference
DL/ WR
Week 9
10/20
Capstone Portfolio
J-Self-Evaluation DL/ WR
(optional)
Week 10
10/27
Ch8.The Exploration Stage J-Discovering Your
Roles
DL/WR
Week 11
11/3
Transforming Artifacts
Ch9. Advanced Tools
J-Advanced Tools DL/WR
Week 12
11/10
Resume/ Cover Letter
Ch11. Finding the beat of the
community
J-Community and
Human Diversity
Observation 2 DL/WR
Week 13
11/17
Ch13. Professional, Ethical, and
legal issues
J-Ethical Dilemma
Observation2
DL/WR
Week 14
11/24
NO CLASS –Thanksgiving
HOLIDAY
NO CLASS…….. NO CLASS…
Week 15
12/1
Ch12.The Competence Stage
Portfolio work session
J-Self-Management DL/WR
Week 16
12/8
Portfolio Presentation
PC/Portfolio Due
J- Ending Internship
Final Conf. 1
(Intern & site
supervisor)
DL/WR
Week 17
12/15
Portfolio Presentation
Final Exam (In-class)
J-Final Reflection/
Thank You
Everything Overdue
Final Conf. 2
Intern & course
instructor)
DL/ No WR
Internship attendance/hours
1. The minimum total of 320 hours on site is required to complete the internship. 2. Interns will typically spend 20 hours per week during spring/fall semesters and 40 hours per
week during summer semester. 3. Interns will meet on campus for 2 hour weekly seminars with the course instructor for
discussion of internship issues and events. This time is not counted toward the hour requirement.
4. Interns must work during the hours agreed and signed on the contract. In the case of being absent during internship hours, documentation is required.
5. Interns cannot make a doctor’s appointment for regular check-up during the scheduled internship hours. (Emergency visit is allowed but will need to be documented).
6. Extra hours during weekends and after regular operation hours are acceptable. However, this must be occurred at internship related place.
7. Any missing work should be made at the internship site. 8. In case of attending workshops offered through internship, interns must ask the course
instructor how many hours a workshop or training can be logged for. 9. Interns must not add lunch hours/break toward the total internship hours. 10. If there is inclement weather, so that the center is closed more than 2 days, site supervisors are
allowed to permit the intern to work at home (only due to inclement weather). Interns must notify the course instructor prior to the beginning of the assignment.
11. Accurate internship hours must be recorded on Daily Logs and must be approved by the site supervisor on time. Once submitted to the course instructor, changes cannot be made.
12. Submitting wrong and inaccurate internship hours will be considered academic dishonesty and will result in failure of the course. In this case, the student will not be allowed to make up the course.
13. Interns must work until at least 16th week of the semester even when 320 hours have been logged.
Punctuality/ dependability
Interns should be at the internship site as indicated on the contract.
If interns have reason to miss or be late, they must inform the site supervisor and the course instructor prior to the promised time. If interns miss work and do not notify the site supervisor in advance, they will be regarded for lack of professionalism and communication.
Arriving more than 15 minutes late or leaving early should be reported to the course instructor on the Daily Logs.
Interns must have a reliable transportation to be on time. (No excuses will be accepted due to this reason).
Child care should be arranged; Interns can’t bring their children to the internship site during the internship hours.
Dress Code
In general, interns are expected to dress in a professional manner at all times. For example, skimpy or revealing clothing is not appropriate. Exposed thong underwear or other under garments, t-shirts, pajama bottoms and jeans are not acceptable.
In specific, interns are expected to follow the dress code of the agency where they will be working. Agencies may also dictate conduct codes in regard to piercings and tattoos.
Code of Ethical Conduct
1. Interns should comply and clear background checks required by the agency; interns are also responsible for any extra time or costs associated with this internship.
2. Interns should follow the agency’s code of ethical conduct. If the agency doesn’t have one, use the NAEYC’s code of ethical conduct and commitment.
3. Interns should keep confidentiality of the agency and the clients. 4. Interns should contact immediately the course instructor if at any time they have any questions
about requirements or tasks that violate the ethical conduct. 5. Interns shouldn’t work at places where intimate relatives or family members work. 6. Interns shouldn’t bring their children to work. 7. Interns should not make personal appointments during internship times. 8. Interns are not permitted to transport agency clients in their own vehicles. 9. Interns should seek permission to take pictures of the children, families, or center. 10. Interns are not permitted to make or receive personal phone calls, faxes or emails at the
internship site. 11. Interns who used the agency's computer for non-internship related work such as Facebook will
have consequences.
Communication
1. Effective oral and written communication is crucial for this internship. 2. Interns should demonstrate respect toward every worker at the internship site. 3. Interns shall build good relationships with their supervisor and co-workers. 4. Interns shall give a good first impression to children and families as well as the co-workers. 5. Interns should not be afraid to ask questions; tell them that you will be asking lots of questions.
Intern
Course
Instructor
Site
Supervisor
Reflective Journal
1. The intern shall submit a written reflection each week to the course instructor. These reflections shall follow the format and questions provided on Livetext. Due dates/time for the reflections are also posted on Livetext. There are 10 maximum points for each journal and late assignments will be deducted by 5 points.
Weekly Meeting with Site Supervisor
1. The intern and the site supervisor shall meet weekly. The date and time can be set at the intern and site supervisor’s convenience. These meetings should be used to discuss the intern’s work, progress, areas of concern, and upcoming events.
2. During the meeting, the intern will present the daily log to the site supervisor for approval. 3. The intern is responsible for submitting a daily log to the course instructor on time with correct
information. Livetext
1. Interns should be very competent with the Livetext functions. 2. All assignments are expected to be submitted through the Livetext.
Internship Contract
The internship agreement shall be submitted to the course instructor on before or by the first day of
work on site. The work hours will only be counted from the time the internship agreement has been
submitted to and approved by the course instructor. All work hours completed before the official date
of the semester will not be counted toward the total internship hours.
ADDITIONAL NOTES: The instructor reserves the right to revise the Course Calendar as necessary. This is a working syllabus and therefore, subject
to change. Discussion of a particular topic may extend beyond a scheduled class meeting and/or scheduled topics may not
require the entire class period. Guest speakers will be added to the Course Calendar as the semester progresses. Students will
be informed of changes to the Course Calendar in a timely manner. Additional readings and/or in-class activities and
assignments may need to be or will occur, depending on the progress of the class. Collaboration with other classmates is an
absolute necessity. No preferential treatment of group assignments will occur. Students are expected to do their own work on
assignments and exams unless otherwise instructed. Cheating, plagiarizing, and other forms of improperly sharing work will be
dealt with at the discretion of the instructor. Academic dishonesty will not be tolerated and will be handled per the SIU Student
Conduct Code (www.siu.edu/~docedit/policies/conduct.htm).
Daily Log
1. Daily logs are very important tools for communication between the interns, site supervisor(s), and the course instructor.
2. Interns should indicate time in-out, duration, and every task completed each day on a daily log. 3. The accurate total hours, hours for the week as well as the accumulated hours should be logged.
For accuracy check, use the Excel spread sheet “Time Log” attached on LiveText. This excel Time Log should be submitted at the final conference.
4. The daily log should be typed or written legibly and must contain the site supervisor’s confirmation of the hours. Any hours on the logs that miss the supervisor’s approval shall not be added. Changes cannot be made once it is submitted.
5. Failure to provide the daily log to the course instructor on time results in forfeiting of hours. Due date and time is agreed on the first week of the seminar.
6. Interns (or the site supervisor) must keep the copy of the original daily log. 7. Any attempt to provide false information regarding the internship hours will result in automatic
failure of the course and expulsion from the program.
Evaluation
The evaluation form consists of 40 items that are essential for pre-service professionals in the Early
Childhood field. Interns should be familiar with the areas being evaluated. The same evaluation form will
be used for the mid-term as well as the final. Interns are responsible for uploading the site supervisor’s
mid-term and the final evaluations on the Livetext.
Course Instructor’s Observations
The course instructor will observe the interns’ performances on site twice a semester. Intern and the
site supervisor will decide the time and date during the week assigned. Intern shall consult the site
supervisor to find the most effective observation time in areas where the intern requires improvement.
The results of the first observation will be used to improve intern’s competency in completing tasks. If
an intern’s performance is observed poorly in the second observation, the observation data will be used
to lower the “Site Supervisor’s Final Evaluation.”
Mid-Term Conference
Before the Conference:
1. It is the intern’s responsibility to set up the mid-term conference during the week designated
for the observation (See the internship Calendar).
2. Interns should remind the site supervisor to complete an evaluation prior to the conference.
3. The intern should self-submit a written mid-term evaluation prior to the meeting on Livetext.
During the meeting:
1. Mid-term evaluations will be held at the internship site. 2. It will take approximately 30 minutes to 1 hour. 3. At the conferences, the intern will be asked to share self-evaluation of her/his performance before getting the site supervisor’s evaluation. 4. The purpose of the conference is to review the evaluation, comment on the student on his/her strengths, and discuss any difficulties the student may be experiencing. During the meeting, the intern, site supervisor, and instructor will set goals for the remainder of the semester which will be evaluated at the final conference.
After the meeting:
1. Interns are to write a reflection about modified goals or plans to meet the expectations discussed from the mid-term conference.
Final Conference 1
1. Interns shall upload a Final reflective Thank you Letter on Livetext before the final conference 1.
2. The Final Conference 1 will be held only between the intern and the site supervisor (no course instructor will be present in the conference).
3. The procedure of the conference is the same with mid-term; the interns will share their final reflection (the reflective Thank you Letter will replace the self-evaluation) and the site supervisor will share her evaluation of the interns’ performance.
4. Interns are strongly encouraged to present a symbol of gratitude about the internship opportunity and learning experience during this meeting.
5. Remind the site supervisor to send the evaluation to the course instructor electronically.
Final Conference 2
1. Intern should make sure that the supervisor’s final evaluation was arrived before/at the final conference 2.
2. The Final Conference 2 will be held between the student and the course instructor at the course instructor’s office.
3. Interns should be able to report personal and professional growth since the mid-term. 4. Interns must bring any work missed in order to pass the course. 5. Interns are not likely to know their final grade by this conference date.
Final Note…
1. Additional conferences and/or evaluations may be scheduled if deemed necessary by the intern, site supervisor, or course instructor.
2. Any intern who is asked to leave a placement site will forfeit any hours accumulated and fail the course.
3. In the case of above situation, intern must contact the course instructor immediately (not a Department chair, a College Dean, or upper administrators)
4. Interns may repeat the course only one time only when given the course instructor’s approval. 5. Interns should develop and demonstrate professional communication skills with the site
supervisor and the course instructor. 6. It is critical to maintain good health during the internship.
ADDITIONAL NOTES:
The instructor reserves the right to revise the Course Calendar as necessary. This is a working syllabus and therefore, subject
to change. Discussion of a particular topic may extend beyond a scheduled class meeting and/or scheduled topics may not
require the entire class period. Guest speakers will be added to the Course Calendar as the semester progresses. Students will
be informed of changes to the Course Calendar in a timely manner. Additional readings and/or in-class activities and
assignments may need to be or will occur, depending on the progress of the class. Collaboration with other classmates is an
absolute necessity. No preferential treatment of group assignments will occur. Students are expected to do their own work on
assignments and exams unless otherwise instructed. Cheating, plagiarizing, and other forms of improperly sharing work will be
dealt with at the discretion of the instructor. Academic dishonesty will not be tolerated and will be handled per the SIU Student
Conduct Code (www.siu.edu/~docedit/policies/conduct.htm).
CI 495 (Tentative) Internship Calendar
Please match the date and the week when you send daily logs and weekly reports.
Week Calendar for Interns
Calendar for Site Supervisors
1 Internship Contract (Pass/Fail)
Internship Contract
Weekly Report (WR 1)
2 Learning Goal setting begins
Course Instructor’s Observation 1
Core Competency Outline(Guide)
WR 2
3 Course Instructor’s Observation 1 WR 3
4 CC Outline Due WR4
5 Approx. 100 hours WR5
6 Professional Contribution (Introduced)
WR6 Professional Contribution (Suggest
& Approve)
7 Professional Contribution Plan (Submit) WR7
8 Professional Contribution Plan (Present)
Mid-Term Conference (Interns must submit
self-evaluation prior to the mid-term and
orally present it during the mid-term
conference; Conference will be held at the
internship site)
WR 8
Mid-Term Evaluation (Please fill out the
evaluation prior to the meeting and
provide a hard copy for the course
instructor)
9 No Seminar(Spring Break)
160+ hours
WR9
10 Resume Consultation Begins
Approx. 180 hours
WR10
11 Students complete approx. 200 hours WR11
12 Course Instructor’s Observation 2
WR12
13 Course Instructor’s Observation 2
WR13
14 Students complete approx. 260 hours WR14
15 Due Professional Contribution
Due Portfolio
WR15
Approve the intern’s Portfolio
16 Capstone Portfolio Presentation
Final Conference 1 ( Final conference 1 will
be held between the site supervisor and
the intern)
WR 16
Final Evaluation (Please send it to the
course instructor electronically after
meeting with intern)
17 At least work for 320 hours by Thursday.
Final Conference 2 ( Final conference 2 will
be held between the course instructor and
the intern)
No WR
Fall 2016 Office of the Provost: http://pvcaa.siu.edu
IMPORTANT DATES *
Semester Class Begins :……...…………………………………….08/22/2016 Last day to add full-term course (without Dean’s signature): …..08/28/2016 Last day to withdraw from the University with a full refund: …….09/02/2016 Last day to drop a full-term course for a credit/refund:…………...09/04/2016 Deadline to apply to graduate at the end of this term:………….....09/16/2016 Last day to drop a full-term course (W grade, no refund): ………..10/30/2016 Final examinations: ………………………………………12/12–12/16/2016 Commencement: ………………………………………………..…12/17/2016 Note: For more detailed information on the above deadlines, please visit http://registrar.siu.edu/calendars. For
add/drop dates that apply to shorter-than-full-term courses, please look at the Schedule of Classes search results at
http://registrar.siu.edu/schedclass/index.php
FALL SEMESTER HOLIDAYS Labor Day Holiday 09/05/2016
Fall Break 10/08—10/11/2016
Veterans Day Holiday 11/11/2016
Thanksgiving Vacation 11/23—11/27/2016
WITHDRAWAL POLICY ~ Undergraduate only Students who officially register for a session must officially withdraw from that registration in a timely manner to
avoid being charged as well as receiving a failing grade for those classes. An official withdrawal must be initiated
by the student, or on behalf of the student through the academic unit, and be processed by the Registrar’s office. For
the proper procedures to follow when dropping courses and when with-drawing from SIU visit:
http://registrar.siu.edu/students/withdrawal.php
INCOMPLETE POLICY~ Undergraduate only An INC grade may be assigned when, for reasons beyond their control, stu-dents engaged in passing work are
unable to complete all class assignments for the course. An INC must be changed to a completed grade within one
full semester (undergraduates), and one full year (graduate students), from the close of the term in which the course
was taken or graduation, whichever occurs first. Should the student fail to complete the remaining course
requirements within the time period designated, the incomplete will be converted to a grade of F and such grade will
be computed in the student's grade point average. For more information visit:
http://registrar.siu.edu/grades/incomplete.php
REPEAT POLICY An undergraduate student may, for the purpose of raising a grade, enroll in a course for credit more than once. For
students receiving a letter grade of A, B, C, D, or F, the course repetition must occur at Southern Illinois University
Carbondale. Effective for courses taken Summer 2013 or later, only the most recent (last) grade will be calculated in
the overall GPA and count toward hours earned.
This policy will be applied to all transferrable credit in that only the last grade will be used to calculate grade point
average. Only those courses taken at the same institution are considered repeats under this policy. See full policy at
http://registrar.siu.edu/students/repeatclasses.php
GRADUATE POLICIES Graduate policies often vary from Undergraduate policies. To view the applicable policies for graduate students,
please refer to the graduate catalog at
http://gradschool.siu.edu/about-us/grad-catalog/
DISABILITY POLICY Disability Support Services provides the required academic and programmatic sup-port services to students with
permanent and temporary disabilities. DSS provides centralized coordination and referral services. To utilize DSS
services, students must contact DSS to open cases. The process involves interviews, reviews of student-supplied
documentation, and completion of Disability Accommodation Agreements. http://disabilityservices.siu.edu/
PLAGIARISM Student Conduct Code http://srr.siu.edu/student-conduct-code/
Guidelines for Faculty
http://pvcaa.siu.edu/_common/documents/Plagiarism/Guide%20to%20Preventing%20Plagiarism.pdf
SAFETY AWARENESS FACTS AND EDUCATION Title IX makes it clear that violence and harassment based on sex and gender is a Civil Rights offense subject to the
same kinds of accountability and the same kinds of support applied to offenses against other protected categories
such as race, national origin, etc. If you or someone you know has been harassed or assaulted, you can find the
appropriate resources here:
http://safe.siu.edu
SALUKI CARES The purpose of Saluki Cares is to develop, facilitate and coordinate a university-wide program of care and support
for students in any type of distress—physical, emotional, financial, or personal. By working closely with faculty,
staff, students and their families, SIU will continue to display a culture of care and demonstrate to our students and
their families that they are an important part of the community. For Information on Saluki Cares: call(618) 453-
1492, email siucares@siu.edu, or http://salukicares.siu.edu/
SIU's EARLY WARNING INTERVENTION PROGRAM (EWIP) Students enrolled in courses participating in SIU’s Early Warning Intervention Program might be contacted by
University staff during a semester. More information can be found at the Core Curriculum’s Overview webpage:
http://corecurriculum.siu.edu/program-overview/
EMERGENCY PROCEDURES We ask that you become familiar with Emergency Preparedness @ SIU. Emergency response information is
available on posters in buildings on cam-pus, on the Emergency Preparedness @ SIU website, and though text and
email alerts. To register for alerts visit: http://emergency.siu.edu/
STUDENT MULTICULTURAL RESOURCE CENTER The Student Multicultural Resource Center serves as a catalyst for inclusion, diversity and innovation. As the Center
continues its work, we are here to ensure that you think, grow and succeed. We encourage you to stop by the Center,
located in Grinnell Commons, to see the resources available and discover ways you can get involved on the campus.
Visit us at http://inclusiveexcellence.siu.edu/
LEARNING AND SUPPORT SERVICES Help is within reach. Learning support services offers free tutoring on cam-pus and math labs. To find more
information please visit the Center for Learning and Support Services website:
Tutoring : http://tutoring.siu.edu/
Math Labs http://math.siu.edu/courses/course-help.php
WRITING CENTER The Writing Center offers free tutoring services to all SIU students and faculty. To find a Center or Schedule an
Teacher Education Program
The Teacher Education Program (TEP) at Southern Illinois University Carbondale is fully
accredited by the National Council for the Accreditation of Teacher Education/ Council for the
Accreditation of Educator Preparation (NCATE/CAEP) and by the Illinois State Board of
Education. Spanning the entire university, the Teacher Education Program is administered
through the College of Education and Human Services and includes majors from the College of
Education and Human Services, the College of Science, the College of Liberal Arts, and the
College of Agricultural Sciences. Teacher education programs approved by the State Educator
Preparation and Licensure Board (SEPLB) are offered at the undergraduate level in early
childhood education, elementary education, special education, secondary education, and in
majors and minors that lead to the special certificate to teach K-12 art, music, physical education,
and foreign languages.
Teacher Education Conceptual Framework: Preparing Reflective Educational Leaders
The conceptual framework identified by Southern Illinois University Carbondale’s College of
Education and Human Services reflects the professional community’s commitment to preparing
reflective educational leaders at both the undergraduate and graduate levels. Reflective
educational leaders are able to review, reconstruct, reenact, and critically analyze their own and
their students’ performances as a means to formulate explanations with evidence. A reflective
educational leader fosters his/her professionalism in practice when he/she values students’
myriad identities, equips students with the literacies required to participate in a democratic
society, and engages stakeholders to make this learning accessible, rigorous, and relevant.
Our conceptual framework views the professional development of teachers and other educational
personnel to be an evolutionary and maturational process. Our goal is to prepare a competent,
reflective educational leader, ready to assume the responsibilities of educating individuals but
with full awareness that his or her induction into the profession continues throughout the
duration of his or her professional career. We believe that our teacher candidates not only
practice reflective thinking but also become practitioners of reflective action. We believe that
effective teaching is characterized by interactions with students to present subject matter,
followed by informed reflection on these interactions and presentations. Teachers should make
decisions among methods and content based on their competence in both subject matter and
pedagogy, rather than acting as technicians following a predetermined curriculum. All unit
programs are aligned to the Illinois Professional Teaching Standards as well as standards from
their respective content areas.
The model below represents the three major tenets of SIU’s Teacher Education Program:
Literacies, Identities, and Engagement:
Literacies:
Reflective educational leaders understand the vast array of literacies students need to function in
today’s modern society. This includes knowledge of reading, writing, and aural communication
within the content area as well as media, scientific and quantitative literacy (Chessin & Moore,
2004; Crowe, Connor, & Petscher, 2009; Cunningham & Stanovich, 2001; Delpit, 1995; Kear,
Coffman, McKenna, & Ambrosio, 2000; Leinhardt & Young, 1996; McKenna & Kear, 1990;
Moje, 2008; Perry, & Delpit, 1998; Shulman, 1987; Schwartz, 2005; Wilson, 2006; Wineburg,
2001).
Identities:
Reflective educational leaders understand the diverse characteristics and abilities of all students
and how these students develop and learn within the context of their social, economic, cultural,
linguistic, and academic experiences. Using these experiences they create instructional
opportunities to maximize student learning (Brown, 2005; Cramer, 2006; Epstein, 2009; Irvine,
1997; Olsen, 2010; Rose & Meyer, 2002; Vygotsky, 1962/1996; Washburn, Joshi, & Binks-
Cantrell, 2011).
Engagement:
Reflective educational leaders are ethical and reflective practitioners who exhibit professional
engagement by providing leadership in the learning community and by serving as advocates for
students, parents or guardians, and the profession (Amatea, Daniels, Bringman, & Vandiver,
2004; Bemak, & Chung, 2008; Hiebert, Morris, Berk, & Jansen, 2007; Keys, Bemak, Carpenter,
& King-Sears, 1998; Lach & Goodwin, 2002; Ladson-Billings, 1995; McCann & Johannessen,
2008; Ratts, DeKruyf, & Chen-Hayes, 2007).
Dispositions
The professional attitudes, values, and beliefs demonstrated though verbal and nonverbal
behaviors (dispositions) as educators interact with students, families, colleagues, and
communities should support student learning and development. These dispositions are:
The candidate demonstrates professionalism:
dependability and reliability
honesty, trustworthiness, ethics
enthusiasm, love of learning and commitment to the profession
The candidate values human diversity:
shows respect and sensitivity to the learning needs and abilities of all individuals
shows respect and sensitivity to the diverse cultures, languages, races, and family
compositions of all individuals
strives for best practices to address diverse learning needs and abilities of all individuals
strives for best practices to address diverse cultures, languages, races, and family
compositions of all individuals
collaborates with diverse peers, professional colleagues, staff and families
The candidate develops professionally:
engages in ongoing acquisition of knowledge
engages in development of research-based practices
assesses own performance and reflects on needed improvements
appointment please visit: http://write.siu.edu/
AFFIRMATIVE ACTION & EQUAL OPPORTUNITY Our office's main focus is to ensure that the university complies with federal and state equity policies and handles
reporting and investigating of discrimination cases. For more information visit: http://diversity.siu.edu/#
MILITARY COMMUNITY There are complexities of being a member of the military community and also a student. Drill schedules, calls to
active duty, complications with GI Bill disbursement, and other unforeseen military and veteran related
developments can complicate academic life. If you are a member of the military community and in need of
accommodations please visit Veterans Services at http://veterans.siu.edu/
Additional Resources:
ADVISEMENT: http://advisement.siu.edu/
SIU ONLINE: https://online.siu.edu/
SALUKI SOLUTION FINDER: http://solutionfinder.siu.edu/
MORRIS LIBRARY HOURS: http://libguides.lib.siu.edu/hours
Office of the Provost: http://pvcaa.siu.edu/
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