Field/Clinical/Internship Practice Requirements For EIS 302 I.
II.
Catalog Description: Multicultural and Social Foundations of Education. (3) A study of the social and cultural factors that affect the educational process including those ethnic and multicultural aspects that play a role in American education. Field experience – 10 hours required. A grade of C or above must be earned in the field experience component and in the course for teacher certification. Candidate Information: The increasing diversity of today’s classrooms means that it is vital for education majors to have field and clinical experience in a variety of different settings. Such experiences will lay the foundation to help make you more effective practitioners who will be better prepared to work with students from various cultural backgrounds and with differing abilities. Our intent in organizing and facilitating this experience is to provide you with an experience to be immersed in the social interactions of a school and classroom that was differential from your own schooling experience. The intent of this field experience is that it is embedded in the context of your EIS 302 Multicultural and Social Foundations of Education course. Preparation will occur in class prior to the field experiences and reflective debriefs will occur in class following the trip. A written analysis of the experience is a required assessment item for the EIS 302 course. Population Served: Spring 2011 -­‐ 145 students III.
Number of Required Field/Internship: 10 hours IV.
Required Activities: A. Candidates are required to complete a Social Interactions Field Experience in a diverse school setting through our Center for Preparation of Education Professionals (CPEP) office as a section. This experience will assist us in studying, critiquing, and experiencing some of the contextual factors that influence schooling and also experience some of the social interactions that transpire in schools. How Activities Are Assessed: A. This experience will be documented with a typed artifact. Detailed description and outline (rubric) for this artifact will be provided. V.
Social Interactions Field Experience in a Diverse School Setting Artifact (EIS 302) Name:____________________ Unacceptable School Background & Contextual Factors (IPTS a.1.A, h.1.A) Addresses the following: community, district and school factors (Geographic community, socio-­‐cultural community demographics and school facilities) classroom factors (Classroom grade level; location and characteristics; atmosphere, climate, procedures, rules, groupings used, number teachers, aid(s) etc.) student, teachers, staff/volunteers characteristics (numbers; ethnic, gender, linguistic, exceptionalities, etc.) distinctive school characteristics that illuminate the school’s contextual factors Observations & Social Interactions (IPTS d.1.A-­‐D,; a.1.A-­‐C&E) detailed discussion of at least two events, interactions, and/or dynamics using theoretical or conceptual models from coursework. Critical Analysis of Experience (IPTS a.1.F a.2.D, E, d.2.A-­‐
D.) Analysis might include: discussion of contextual factors & implications. discussion & analysis of school environment & culture using analytical tools provided by instructor. analysis and interpretations of social interactions and observations. personal reflection on the experience ( e.g. what you enjoyed, found troubling, learned, etc.) three thoughtful follow-­‐up questions you would ask concerning your experience that would further your analysis & understanding. Acceptable Date:________________ Target Failed to address specific school background and contextual factors regarding the community, district, school, classroom and student characteristics that impact teaching and learning. Provided appropriate and sufficient discussion of the school background and contextual factors regarding the community, district, school, classroom and student characteristics that impact teaching and learning. Provided highly relevant and insightful discussion of the school background and contextual factors regarding the community, district, school, classroom and student characteristics that impact teaching and learning. Failed to identify and discuss at least two events, interactions, and/or dynamics using theoretical or conceptual models from coursework. Provided appropriate and sufficient reflection and discussion on at least two events, interactions, and/or dynamics using theoretical or conceptual models from coursework. Provided highly relevant insightful reflection and discussion on at least two events, interactions, and/or dynamics exceptionally using theoretical or conceptual models from coursework. Provided appropriate and sufficiently satisfactory analysis and discussion of the contextual factors & implications; school environment & culture; analysis and interpretations of social interactions and observations; personal reflection on the experience; and three thoughtful follow-­‐up questions. Used course materials and analytical tools well where required. Provided highly insightful reflection, analysis and discussion of the contextual factors & implications; school environment & culture; analysis and interpretations of social interactions and observations; personal reflection on the experience; and three thoughtful follow-­‐up questions. Used course materials and analytical tools exceptionally well where required. Failed to satisfactorily address and discuss contextual factors & implications; school environment & culture; analysis and interpretations of social interactions and observations; personal reflection on the experience; and three thoughtful follow-­‐up questions. Failed to use course materials and analytical tools where required. Structure and Organization Content lacks organization, is difficult to follow, and parts do not connect in a coherent fashion Presentation and Mechanics Paper is not presented well; it contains excessive errors in spelling, punctuation, and/or grammar and sentence structure Content is sufficiently organized, cohesive and connected within each section and displays a visible plan, or structure throughout Content is well organized, cohesive and connected within each section and displays a strong, visible plan, or structure throughout Paper is presented well; it contains appropriate paragraphing, complete sentences, and few errors in spelling, punctuation, grammar, or sentence structure Paper is exceptionally well presented; it is relatively free of mechanical, spelling, or grammatical errors and includes variety in word choice and sentence structure * Please follow any additional instructions provided by your Instructor. ** Reports should be a maximum of 10 pages. Please edit before you turn in your report. *** Attach rubric to the back of your paper when you turn it in..