FCEDS 206: Professional Roles in Family and Consumer Sciences · FCEDS 206 Professional Roles in...

FCEDS 206 Syllabus - 2010

College of Human Sciences

FAMILY AND CONSUMER SCIENCES EDUCATION AND STUDIES/AESHM __________________________________________________________________________

FCEDS 206

Professional Roles in Family and Consumer Sciences Fall 2010 (August 23-December 17)

Course Description:

Professional Roles in Family and Consumer Sciences (3 cr). Introduction to various

roles in professional settings, e.g., community agencies, secondary schools, business and

industry and cooperative extension. Includes 20 hours of experience in an educational

setting

Instructor:

Dr. Betty Chamness Trost, CFCS

302 MacKay Hall

Phone: 515.294.6446

Email: [email protected]

Office hours: Thursdays 1:00-2:50pm

Required Course Text

Kato, S. (2008). Foundations of family and consumer sciences. South Holland, IL;

Goodheart-Willcox Company, Inc.

Additional Learning Resources

APA (2009). American Psychological Association Publication Manual (6th Ed.). Washington

DC: Author.

On-line short versions:

Purdue University Library. Retrieved August 2, 2010 from

http://owl.english.purdue.edu/owl/resource/560/01/

University of Southern Mississippi Libraries. Retrieved August 2, 2010 from

http://www.lib.usm.edu/legacy/tutorials/apatutorial/tutorialindex.html

Browne, B., Myers, L., Gentzler, Y., & Hausafus, C. (2006). Effectiveness of secondary

family and consumer sciences programs (1985-2004). Journal of Family and

Consumer Sciences, 98(1), 26-32.

Carpenter, B. (2006). FCCLA program tackles youth violence. Journal of Family and

Consumer Sciences, 98(2), 55-56.

Chamberlain, V.M. & Cummings, M. (2003). Creative instructional methods for family and

consumer sciences, nutrition and wellness. Lake Forest, IL: Glencoe (e-reserve)

Hitch, E. J. and Youatt, P. J. (2002). Communicating Family and Consumer Sciences: A

Guidebook for Professionals. South Holland, IL; Goodheart-Willcox Company, Inc.

mailto:[email protected]

http://owl.english.purdue.edu/owl/resource/560/01/


Laster, J., & Johnson, J. (2001). Family and consumer sciences: A Chapter in the curriculum

handbook. Alexandria, VA: ASCD.

Posner, G. J. & Rudnitsky, A. N. (2001). Course design: A curriculum guide for teachers.

NY: Longman

Posner, G. J. (2005). Field experience: A guide to reflective reaching. White Plains, NY:

Longman.

Redick, S., Vail, A., Smith, B., Thomas, R., Copa, P., Mileham, C., Laster, J., Fedje, C.,

Johnson, J., & Alexander, K. (1998). Family and consumer sciences: A chapter of the

curriculum handbook. Alexandria, VA: ASCD.

Sproles, E. K. & Sproles, G. B. (2000). Careers serving families and consumers. Merrill,

Englewood Cliffs, NJ.

Werhan, C., & Way, W. (2006). Family and consumer sciences programs in secondary

schools: Results of a national survey. Journal of Family and Consumer Sciences,

98(1), 19-27.

Woods, B. (2005). Now is the time to Act: FCS core standards in public education policy and

funding. Journal of Family and Consumer Sciences, 97(2), 51-57.

Required Resources:

Flash drive, gas money to complete the practicum experience outside of Ames.

Readings:

You will be expected to become familiar with professional journals and resources in the field

such as the Journal of Teacher Education, Journal of Family and Consumer Sciences, Journal

of Family and Consumer Sciences Education, the Family and Consumer Sciences Research

Journal, Techniques (The Journal of the American Career and Technical Education

Association), the Canadian Home Economics Journal, the Phi Delta Kappa and Kappa

Omicron Nu publications. A variety of readings that will help you accomplish the goals of

this course are available on-line as well as at the ISU Library.

Meeting Times:

Monday & Friday

116 MacKay (10:00-11:50)


Grading

Letter Grade Percent Description of performance

A 93-100 Work of outstanding quality

A- 90-92

B+ 87-89

B 83-86 Work of good quality with no major weakness.

B- 80-82

C+ 77-79

C 73-76 Adequate work.

C- 70-72

D+

D

D-

67-69

63-66

60-62

Minimally adequate work, barely passing level.

F 0-59 Failing work

Evaluation: Summary

Percent

Attendance 10%

In-class activities & assignments 10 %

Introductory slide 5%

History of the profession summary 5%

APA style guide /plagiarism 5%

Speaker Presentation-Reflections (3) 15 %

20+ hr Practicum Experience

Written Reflection

Practicum Presentation (DPI)

10%

30 %

Final Course e-Portfolio 10%

Total 100%

Course Assignment & Protocol

Formatting: All assignments must be typed in no less than 12 font size, double spaced,

spelled checked and submitted in hard copy with your name clearly printed out.

Course Reflections: Reflections on invited guest speakers will be individual work.

Referencing: All work must use the APA Style Guide 6th Edition.

Academic honesty:

o Quotations of exact words should be enclosed in quotation marks (“ ”) with a clear

indication of the author(s), year of publication, and page number(s).

o Paraphrases, summaries, or other use of passages should be cited according to APA

referencing style.


Late Policy: All assignments are due at the beginning of the class period. Assignments

turned in late on the same day are automatically reduced one grade level; 48 hours late,

two grade levels, and so on.

Revised work will be graded more stringently and will not achieve the maximum points. It

will be graded at 90% of the original allowable points.

Editing work: All work should be edited for grammar and spelling, and proof read before

submission.

Wikipedia is not an acceptable digital reference. Use reputable sources from the ISU

Library.

Learning Outcomes

Through readings, class activities, and a mini practicum experience, learners will:

demonstrate their ability to communicate family and consumer sciences content to a select

audience;

demonstrate their understanding of a learning context by reflecting upon their practicum

experience;

demonstrate their ability to address a contemporary societal concern impacting on

individuals and families in the local or global community;

demonstrate their understanding of the mission of the profession and the integrative and

broad based nature of family and consumer sciences;

describe their philosophy of being a professional in family and consumer sciences.

Program Outcomes

This course is responsible for one standards assessment aka designated performance indicator

(DPI) that is required for admission into the teacher licensure program. The final practicum

report is the identified DPI in this course and is graded out of 100 points. The following scale

will be used to rate the DPI: Acceptable: 70% and higher; and Unacceptable: below 70%.

Earning an Unacceptable grade requires repeat of the assignment which is graded out of 90%.

FCEDS 206 is an introductory course and a number of program outcomes will be address at

the very beginning levels. These include: Communication, Diversity, Instructional Planning,

Professional Development and Subject Matter Specialization and Information Technology

Management. It is expected that you will become familiar with the program and teacher

licensure outcomes as a foundation for your professional development.

For more detailed descriptions of these outcomes, visit:

FCS: http://www.aeshm.hs.iastate.edu/fceds/ugrad/prospective/outcomes.asp

ISU Teacher Licensure: http://www.teacher.hs.iastate.edu/prog_standards.php

FCS Teachers (NATEFACS): http://www.natefacs.org/nationalstandards.htm

College of Human Sciences Outcomes

Communication:

Through an off campus mini-practicum experience, students will develop their interpersonal

communication in working with cooperating educators, supervisors, and other target

audiences in schools and educational services settings.

Documented Disability

If you have a documented disability that may affect your ability to participate fully in the

course or if you require special accommodations, you are encouraged to speak with the

http://www.aeshm.hs.iastate.edu/fceds/ugrad/prospective/outcomes.asp

http://www.teacher.hs.iastate.edu/prog_standards.php

http://www.natefacs.org/nationalstandards.htm


instructor so that appropriate accommodations can be arranged. You will need to provide

documentation of your disability to the Disability Resources (DR) office, located on the main

floor of the Student Services Building, Room 1076, (515) 294-7220.

Course Assignments

Assignment Type of Assignment Percent Due Date

Attendance and

Class

Participation

Attendance

10% Ongoing

In-class

Activities &

Assignments

Participation in a variety of activities &

assignments. If absent, these cannot be made up. 10% Continuous

History of the

Profession

View and write a one-page, double-spaced

summary of either the slide shows or the Hearth

Library at Cornell University’s website. Include

a description of the shows or website and a

discussion of the important points/parts and why.

Slide shows (each link is 10 minutes):

http://realserver.ait.iastate.edu:8080/ramgen/btro

st/HomeEcHistory/Show1/Part2/S1P2.smil





Website:

http://hearth.library.cornell.edu/

5% Friday,

September 3

Self-

Introduction

Introduce yourself to the class and to the

teachers you will be working with in the schools

with this single PowerPoint slide. Include a

tasteful photo, your name, year/major, goal and

reasons for this professional goal, personal

interests, and family information (siblings, home

town).

5% Friday,

September 10

http://realserver.ait.iastate.edu:8080/ramgen/btrost/HomeEcHistory/Show1/Part2/S1P2.smil








APA Writing

Style Guide

Online

Practice &

Tests

APA Style Guide & Plagiarism online practice

and tests.

5% Friday,

October 1

Guest Speakers Summaries of three guest speakers (3)

15%

Each speaker

summary is

due the class

day

following

speaker’s

presentation.

20 Hour

Practicum*

Observation of and participation with a select

site (classroom in middle or high school, youth,

adult or community educational program). You

are will be assigned practicum sites where you

will observe and participate in

instruction/activities for a minimum of 20 hrs.

For this educational experience, you will keep a

reflective journal to be used in developing a

comprehensive presentation and report. See

rubric for Written Reflection.

10% Monday,

October 25

Practicum

Presentation

Comprehensive report of the practicum

experience. See rubric for Practicum

Presentation.

30% Monday,

October 25

Course

Portfolio

e-Portfolio See rubric. 10%

Friday,

December 3

TOTAL

100%

*Denotes work that can be completed in groups of 2 or more.


Tentative Schedule (Practicum and Professional Speakers dates might change)

Wk Dates Topic Readings/Tasks

1 8/23 & 27 Introduction Syllabus review Course expectations Standards Assessments for FCS Professionals Invited Professional: Teresa, Records Analyst-University Teacher Education Program

2 8/30 & 9/3 Communicating FCS: Foundations and Target Audiences in FCS History of the Profession

Read:

Kato, chapters 1 & 2 Choose one option

1. Watch videos online:

http://realserver.ait.iastate.edu:8

080/ramgen/btrost/HomeEcHist

ory/Show1/Part2/S1P2.smil







2. Browse the Cornell Archives http://hearth.library.cornell.edu/ Due: Summary, Friday September 3

3 9/10 Communicating FCS: Current State of FCS Mission of FCS Professionalism Invited Professional: UTEP, Practicum Coordinator

Read:

Kato, chapters 3 & 4 Confirm practicum team members and arrangements for shared driving. Due: Self Introduction Slide, Friday September 10

4 9/13 & 17 Introduction to the Practicum Learners, Context, Curriculum Student presentations IA Teacher and NATEFACS Standards

Confirm practicum site, confirm transportation Try to attend Study Abroad Fair (Thursday, Sept. 16, 10:30-2:00pm in Great Hall, MU) http://www.studyabroad.iastate.edu/SAF/fair.html











http://www.studyabroad.iastate.edu/SAF/fair.html

http://www.studyabroad.iastate.edu/SAF/fair.html


5-8 9/20-10/22 Practicum in classrooms and non-classroom settings (subject to change)

Due: APA Style Guide & Plagiarism activity and tests, Friday October 1

9/10 10/25 & 29 Practicum Presentations

Due: Written Reflection & Practicum Presentation, Monday October 25

10 Communicating FCS: Professional Involvement AAFCS, ACTE, IFHE, FCCLA, FCSEA, NEAFCS, IAFCS & Honor Societies Club Advisors AAFCS Student Official (TBA) Professional Organizations Websites (WebCT)

Read:

Kato, chapter 3 (review)

11 11/1 & 5 Communicating FCS

FCS Programming in Families Extension Developing, implementing and evaluating extension programs Invited Professional: Families Extension

Read:

Kato, chapters 10 & 11

12 11/8 & 12 Communicating FCS FCS Programming in Non-School Settings Developing, implementing and programs for non-school settings Invited Professional: TBA

Read:

Kato, chapter 12

13 11/15 & 19 Communicating FCS FCS Programming in Non-traditional Settings Developing, implementing and evaluating parenting programs Invited Professional: TBA

Read:

Kato, chapter 12 (review)

14

Thanksgiving Break

15 11/29 & 12/3

FCS and Technology Learning-portfolio Technology and Exploring FCS Resources

Read:

Kato, chapter 13

16 12/6 & 10 Complete e-Portfolio Due: Course Portfolio, December 10


17 12/13-17 Finals Week

Course wrap-up Time and Date TBA


FCEDS 206: Guest Speaker Summary (10 points) (This is available in WORD in WebCT).

This class will have a number of invited speakers that bring diverse and rich insights as practitioners and leaders in the profession of family and consumer sciences. It is expected that you take down key points as they make their presentations. You are also encouraged to ask questions. It is through questioning and dialog that meaningful learning takes place. Complete the form below (available in WORD in the WebCT course), check for spelling and grammar, and submit a hard copy . Use APA Style in writing the references. You are required to submit three (3) summaries. Each is due at the beginning of the class period following the speaker’s presentation.

Presenter Name__________________ Date of Presentation _______________ Meaningful Title of Presentation: ______________________________________ Describe the presenter’s educational and professional background (2 points).

Explain how the mission of their program relates to the mission of FCS (1 point)

Citing two specific examples, clearly explain how their work contributes to the well being of individuals and families (2 points)

What did you learned from this? Clearly explain two professional things you learned. (2 points)

What questions did you ask or would you have asked? (List at least two important questions) ( 1 point)

Identify 2 relevant websites that provides more insights to this area of focus (the sites have to be reputable ending with .org, edu, gov. etc and not the ones shared by the presenter) (2 points)


FCEDS 206: Course e-Portfolio (30 points)

Due Friday, December 10, 2010 Name ____________________________

Tasks Score

1. Introduction of self as a professional/educator

Describe at least three long term goals. Reference relevant program/professional outcomes and feasible plans to achieve them (1.5)

2. Course outcomes: Explain how you have met at least three course outcomes (1.5)

3. Guest speakers: (3 points) a. Provide a summary of guest speaker presentations (1) b. What did you learn about FCS from these speakers? (1) c. What area in FCS is of most interest to you and why? (1)

4. Practicum: (6 points) a. Provide an overview of your practicum (where, when, who..)(2) b. Provide a summary of four important things you learned about the context,

target audiences, and programs/curriculum (4)

5. FCS Research and Publications (4 points) a. Identify four refereed FCS Journals (2) b. Identify one current article and why it’s of interest. Include a full citation of

the article. (2 points)

6. Professional Organizations a. Identify 4 important FCS Professional Organizations. Include the full title,

membership costs and opportunities for student involvement. (4 points)

7. Resources: a. Identify at least 5 websites relevant to a select area of FCS content areas.

Provide a summary of each site and its usefulness to FCS. (3 points)

8. Overall look of portfolio (7 points) a. All links work (2) b. Professional looking with a clean and clear background (2) c. Correct grammar and spelling (1) d. Completed and handed in on time (2 points)

Total Points

30


FCEDS 206: Suggested Experiences for FCS Communication and Professional Studies

September and October

Minimum of 20 hours

_________________

Four main areas of focus:

Context

Supervisor

Clients

Content – Subject matter

--------------------------------------

Some suggested experiences

Find out about overall goals, organizational structure, and funding sources of the work setting. How does legislation affect the setting?

Observe physical environment (arrangement of office, educational areas, etc.) and organizational climate in

workplace.

Examine policy and procedure materials (handbooks, office procedures manual, websites, etc.).

Observe characteristics of target audiences (age, interests, motivation to meet their goals, health and

energy levels, etc.).

Observe supervisor in their professional role. How does he or she relate to co-workers, clients, staff and parents? How does he or she make decisions? How does he or she manage time?

Examine instructional materials such as program guides, learning resources, technology and multimedia materials available to both staff and clients.

Observe supervisor as they work. What is his or her communication style? How do the clients react to her or him?

Meet and talk to other staff persons (supervisors, program coordinators, and support staff, among others).

Interview clients (if possible) to determine reasons why they are seeking services.

Interview the supervisor about his or her philosophy of the profession. How does he or she define their philosophy? In what professional organizations is he or she involved?

Examine professional literature in journals, magazines, newsletters, etc.

Discuss with the supervisor how he or she considers the diversity of clients in planning, such as incorporating gender equity and multicultural perspectives in their work.

Assist the supervisor with instructional activity. (Prepare a bulletin board, brochure, visual communication and help plan and implement a program/event etc.).

If feasible and with permission of your supervisor, prepare and implement a program for target audiences.

Share your plan with the supervisor prior to implementation. Ask for feedback.

Plan and implement an exhibit or display.

Develop useful resources to be used by the supervisor or program coordinator.


FCEDS 206: Professional Studies and Communication Option

Written Reflection (100 points)

Due: Monday October 25, 2010 __________________________________________

Introduction and Rationale: (30 points)

Citing relevant literature, describe the historical development of family and consumer sciences in the United States. What is the mission of the profession and how is it integrated in the workplace? (10 points)

Citing current literature, provide a justification for a practicum experience in an educational setting. Follow up with an overview of your practicum contexts (infrastructure, demographics, philosophy and regulations). (20 pts)

Learning environment (15 points)

Describe five characteristics of the work environment (5 points)

Describe two methods the cooperating educators use to keep ALL target audiences motivated and on task. (4 points)

Describe at least two activities target audiences are engaged in while at the setting. (2 points)

Describe the educator/client and client/client interaction in the work setting. (4 points)

Curriculum (15 points)

Describe the educator’s planning process. What does it entail? (5 points)

Describe assessment techniques used to determine achievement of program outcomes. (4 pts)

Using specific examples, describe the types of role models target audiences/clients are exposed to. Why is it important for these clients to be guided by these role models? (4 point)

Section Summary (2 points)

Professional Development (10 points)

Citing relevant literature, justify the need for professional growth of FCS professionals. (3 points) What kinds of professional development opportunities are available for educators you worked with? Provide

two specific examples. (2 points)

Describe your own plans to be engaged in professional development opportunities during your pre-service preparation. Specify at least two professional organizations that will meet your needs. (5 points)

Personal Growth (20 points)

Reflect on your overall practicum experience and discuss some major challenges facing the FCS profession and professionals. (6 points)

What recommendations do you have for addressing these issues? (3 points)

Citing program outcomes1 for FCS professional preparation in Family and Consumer Sciences Education and Studies, reflect on your path to achieving these outcomes. (3 points)

In concluding, reflect on your own strengths and abilities as a future educator and how this experience has prepared you for your future goal as an FCS professional. (8 points)

References and Mechanics (10 points)

List all references using the APA style. (2 points)

Check for accuracy in grammar and spelling. (5 points)

Check for formatting: i.e use 1 inch margins, provide a title page, include page numbers, use New Times Roman, Century or Palatino 11 or 12 and double space all the pages except the reference page. (2 points)

Limit your paper to 6 pages. (1 point)

Final Standards Assessment Rating: ____ Acceptable: 70% and higher ___ Unacceptable: below 70%


FCEDS 206: Suggested Experiences for FCS Teaching Observation

September and October Minimum of 20 hours _________________

Four main areas of focus:

Context

Teacher

Learners

Content – Subject matter

Some suggested experiences

1. Find out about overall goals, organizational structure, and funding sources of educational setting. How does legislation affect the setting?

2. Observe physical environment (arrangement of office, classroom, etc.) and climate in workplace.

3. Examine policy and procedure materials (student handbook, office procedures manual, etc.).

4. Observe characteristics of learners (age, interests, motivation to learn, health and energy levels, etc.).

5. Observe cooperating educator in professional role. How does he or she relate to co-workers, learners, etc? How does he or she make decisions? How does he or she manage time?

6. Examine instructional materials such as curriculum guides, lesson plans, textbooks, technology, multimedia materials, etc.

7. Observe cooperating educator in teaching/learning process. What is his or her teaching style? How do the learners react to her or him?

8. As feasible, meet and talk to other staff persons in the school. 9. Interview learners to determine reasons why they are taking the course or are enrolled in the program.

10. Interview the cooperating educator about his or her philosophy of the profession. How does he or she define it? In what professional organizations is he or she involved?

11. Examine professional literature in journals, magazines, newsletters, etc.

12. Discuss with the cooperating educator how he or she considers the diversity of learners in planning, such as incorporating gender equity and multicultural education in teaching and/or working with special needs learners.

13. As feasible, assist the cooperating educator with instructional activity

14. Develop a list of web-resources that would be useful for the cooperating educators.


FCEDS 206: Family and Consumer Sciences Education: Licensure Option

Written Reflection (100 points)

Due: Monday October 25, 2010.

This course is responsible for one Standards Assessment (SA) that is required for admission into the teacher licensure program. The final practicum report is the identified SA in this course and is graded out of 100 points. The following scale will be used to rate the assignment: Acceptable: 70% and higher; and Unacceptable: below 70% - requires a re-write of the assignment which is graded at 90%.

Introduction and Rationale: (30 points)

Citing relevant literature, describe the historical development of family and consumer sciences in the United States (5 points). What is the mission of the profession and how is it integrated in the school and college curricula? (5 points) Discuss the major areas of FCS taught in middle and secondary schools (5 points)

Provide a justification (reason) for a practicum experience in a school setting (3 points). How does this particular experience fit into your entire program of study as a future teacher? (2 points). Follow up with an overview to your practicum contexts (schools visited, comparison table of demographics, socio-economic status of the community and students, and funding). (10 points)

Learning environment (15 points)

Describe at least five characteristics of the learning environment and atmosphere that promotes student learning. (5 points)

Describe at least two instructional strategies used by the cooperating educator to actively involve students in their own learning. (2 points)

Did you find these strategies to be effective? Justify your response. If you were teaching the same concept to the same students, would you use these strategies? What might you change and why? (3 points)

Describe the educator/student and student/student interaction in the classroom and overall classroom management. (2 points)

Describe the use of instructional technology in the classroom. What specific programs were used or could have been used? (3 points)

Summary of this section

Curriculum (10 points)

Provide a description of the FCS curriculum in the school settings observed. Include specific content areas (5 points)

Use specific examples to describe the relevance of the curriculum taught to the reality of students’ lives. (3 points)

Provide a description of the learning resources available to students in the classrooms you observed. What additional resources would you include? (2 points)

Summary of this section


Professional Development (10 points)

Citing relevant literature, justify the need for professional growth of FCS professionals. (3 points)

What kinds of professional development opportunities are available for FCS classroom teachers? Provide two specific examples. (4 points)

Describe your own plans to be engaged in professional development opportunities during your pre-service teacher preparation. Specify at least two professional organizations that will meet your needs. (3 points)

Personal Growth (20 points)

Reflect on your overall practicum experience and discuss at least five major challenges facing the FCS profession and FCS teachers. (5 points)

What recommendations do you have for addressing these issues? (3 points)

Citing standards for teacher preparation in Iowa, reflect on your beginning path to achieving at least four (4) of these standards. (4 points)

In concluding, reflect on your own strengths and abilities as a future educator and how this practicum experience has prepared you for your future goal as an FCS professional. Include a discussion on the types of courses you will need to take as part of your program of study (5 points)

References and Mechanics (10 points)

List all references using the APA style. (2 points)

Accuracy in grammar and spelling. (5 points)

Formatting i.e use 1 inch margins, provide a title page, include page numbers, use New Times Roman, Century or Palatino font 11 or 12 and double space all the pages except the reference page. (2 points)

Limit your paper to 6 pages Use sub-topics as per the example shared in class. (1 point)

Submission (5 points)

Hard copy, stapled, cover sheet (DPI) and handed in on time (5 points)

Total Points _____ /100

Final Standards Assessment Rating:

____ Acceptable: 70% and higher

____ Unacceptable: below 70%


FAMILY AND CONSUMER SCIENCES EDUCATION AND STUDIES

Competent, Certified, and Caring

State of Iowa and Iowa State University Teaching Performance Standards

FCEDS 206, Fall 2010

_______________________________________________

Standard 2: Content Knowledge in Family and Consumer Sciences

Pre-service teachers completing this report are at the beginning level of this standard. Students will continue to develop this competence in future core courses including FCEDS 306 (Methods); FCEDS 413 (Curriculum Development); FCEDS 417A/B (Student Teaching)

Description of the Content Knowledge Standard:

Pre-service teacher demonstrates competence in content knowledge appropriate to a teaching position in family and consumer sciences. The pre-service teacher:

understands and uses key concepts, underlying themes, relationships, and different perspectives related to the content area of family and consumer sciences;

uses knowledge of student development to make learning experiences in the content area meaningful and accessible for every student;

relates ideas and information within and across content areas in family consumer sciences; and

understands and uses instructional strategies that are appropriate to the content area of family and consumer sciences.

Assessment Rating

______ Acceptable (70 % and higher) ______ Unacceptable (Below 70%) (you will be expected to re-write this report)

© Name _________________________________ Email__________________________

November, 2010


Family and Consumer Sciences Education and Studies

FCEDS 206: 20 Hour Practicum (in school settings) ______________________________________

The following information is requested for FCS educational studies students to verify that they have satisfied the number of hours of early experience specified by their degree program.

Name of the Student _____________________________________________________

The ISU student named above visited my professional setting a total of hours on the following dates: , , , , , , , , , , , , , , , , , , , , , , , , , , , ,

Use the following scale to record your perceptions of the student during the pre-service practicum experience. Mark an X in the most appropriate box.

Human Relations Proficient Developing Acceptable Unacceptable

Courteous

Cooperative

Receptive to suggestions

Punctual in attendance

Enthusiastic

Relates well with students and staff

Professional attire/grooming

Work Effectiveness

Showed creativity and resourcefulness

Showed patience in working with students

Made good use of time

Communication

Communicated at the students level of understanding

Used correct speech diction and written grammar

Additional Comments

Name and signature of the cooperating teacher ____________________________________________

School and address____________________________________________________________________________

Please return completed form by Friday December 3, 2010 to: Dr. Betty Chamness Trost, 31 MacKay Hall, Ames, Iowa 50011-1125


Family and Consumer Sciences Education and Studies

FCEDS 206: 20 Hour Practicum (in business and organizational settings) ______________________________________

The following information is requested for FCS educational studies students to verify that they have satisfied the number of hours of early experience specified by their degree program.

Name of the Student _____________________________________________________

The ISU student named above visited my professional setting a total of hours on the following dates: , , , , , , , , , , , , , , , , , , , , , , , , , , , ,

Use the following scale to record your perceptions of the student during the pre-service practicum experience. Mark an X in the most appropriate box.

Human Relations Proficient Developing Acceptable Unacceptable

Courteous

Cooperative

Receptive to suggestions

Punctual in attendance

Enthusiastic

Relates well with clients and staff

Professional attire/grooming

Work Effectiveness

Demonstrates creativity and resourcefulness

Professional in working with clients/customers

Made professional contributions to organizations programs, ideas, products and services

Communication

Communicated at the clients level of understanding

Used correct speech diction and written grammar

Additional Comments

Name and signature of the Site Supervisor ____________________________________________

School and address____________________________________________________________________________

Please return completed form by Friday December 3, 2010 to: Loa Christensen, FCS Advisor, 30D MacKay, Iowa State University, Ames, IA 50011-1125.


FCEDS 206 Practicum Presentation: In School Settings Total Points: 50 Section I: Content of the Presentation (38 points)

Introduction Poor Fair Good Excellent

1. Introduction and purpose of practicum 0 1 1.5 2

2. Detailed description of school settings and demographics 0 1 1.5 2

3. Description of institutional goals/mission, policies/procedures and cooperating educators 0 1 2 3

FCS Classroom and Teacher

4. Overview of the FCS Classroom (use authentic pictures) and teacher(s) 0 1 2 3

5. Description of learners in FCS, diversity, special needs 0 1 2 3

6. Description of the curriculum/content taught 0 1 2 3

7. Overview of instruction (teaching style and learner participation) 0 1 2 3

8. Description of student motivation, interaction, discipline 0 1 2 3

9. Evaluation of programs 0 1 1.5 2

10. Description of learning resources (texts/technology/equipment etc), supplies and funding 0 1 2 3

Personal Growth

11. Reflection on teacher’s professional development/opportunities 0 1 2 3

12. Realities of FCS classroom teachers (positives and challenges) 0 1 2 3

13. Personal involvement in instruction and reflection of the practicum experience 0 1 2 3

14. Recommendations for future students 0 1 1.5 2

Comments:


FCEDS 206: Practicum Presentation: In Business/Organization Settings Total Points: 50 Section I: Content of the Presentation (38 points)

Introduction Poor Fair Good Excellent

1. Introduction and purpose of practicum 0 1 1.5 2

2. Detailed description of practicum setting and demographics 0 1 1.5 2

3. Description of institutional goals/mission, policies/procedures and cooperating educator 0 1 2 3

Learning Environment

4. Overview of the work setting (learning context) (use authentic pictures) 0 1 2 3

5. Description of clients, diversity, special needs 0 1 2 3

6. Description of standards that guide practice (Accredited and if so, by whom?) 0 1 2 3

7. Overview of communication with clients 0 1 2 3

8. Description of client motivation, interaction, sustaining interest 0 1 2 3

9. Assessment of program goals 0 1 1.5 2

10. Description of education/information resources (texts/technology /equipment etc) 0 1 2 3

Personal Growth

11. Reflection on employers professional development/opportunities 0 1 2 3

12. Personal involvement in programming and reflection of the practicum experience 0 1 2 3

13. Realities of FCS related professions (i.e. positives and challenges) 0 1 2 3

14. Recommendations for future students 0 1 1.5 2

Comments:


Practicum Presentation (PowerPoint): Section II: 12 points Introduction 3 points

Has a detailed title page (name, setting, dates). The introduction presents the overall topic, has an outline and draws the audience into the presentation.

2 points Has a detailed title page (name, setting, dates). The introduction is clear and coherent and relates to the topic.

1 point Has a detailed title page. The introduction shows some structure but does not create a strong sense of what is to follow.

0 points The introduction does not orient the audience to what will follow.

Fonts 3 points The fonts are easy-to-read and point size varies appropriately for headings and text. Use of italics, bold, and indentations enhances readability. Text is appropriate in length and to the point. The background and colors enhance the readability of text.

2 points Sometimes the fonts are easy-to-read, but in a few places the use of fonts, italics, bold, long paragraphs, color or busy background detracts and does not enhance readability.

1 point Overall readability is difficult with lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold or lack of appropriate indentations of text.

.5 point The text is difficult to read with long blocks of text and small point size of fonts, inappropriate contrasting colors, and poor use of headings, subheadings, indentations, or bold formatting.

Graphics/ Images

3 points All graphics are relevant to the practicum site and make it easier to understand the presentation. Effort was made to use authentic images. All borrowed graphics have a source citation.

2 points All graphics are related to the context and most make it easier to understand. All borrowed graphics have a source citation.

1 point All graphics relate to the context. Most borrowed graphics have a source citation.

.5 point Graphics do not relate to the context OR several borrowed graphics do not have a source citation.

References 1.5 points Sources are properly cited and one can determine their credibility and authority. All sources of information are clearly identified and credited using APA Style.

1 point Most sources use cited using APA style and it’s possible to check their accuracy and credibility.

.5 point Sometimes copyright guidelines are followed and some information, photos and graphics do not use proper APA citations.

0 points No way to check validity of information.

Writing 1.5 points The text is written with no errors in grammar, capitalization, punctuation, and spelling.

1 point The text is clearly written with little or no editing required for grammar, punctuation, and spelling.

.5 point Spelling, punctuation, and grammar errors distract readability. There are 3 or more errors.

0 points Errors in spelling, capitalization, punctuation, usage and grammar. There are 5 or more errors.

Adapted and used with permission from Joan M. Vandervelde, August, 2005 Original at: http://www.uwstout.edu/soe/profdev/pptrubric.html Total Points for the PPT ________/12


Standards for University Teacher Education Programs/Candidates Each candidate will exhibit competency in all of the following standards: 1. Content/subject matter specialization. The candidate demonstrates an understanding of the central

concepts, tools of inquiry, and structure of the discipline(s) the candidate teaches, and creates learning experiences that make these aspects of the subject matter meaningful for students. This is evidenced by a completion of a 30-semester-hour teaching major which must minimally include the requirements for at least one of the basic endorsement areas, special education teaching endorsements, or secondary level occupational endorsements. Each elementary candidate must also complete a field of specialization in a single discipline or a formal interdisciplinary program of at least twelve semester hours.

2. Student learning. The candidate demonstrates an understanding of human growth and development and of how

students learn, and receives learning opportunities that support intellectual, career, social and personal development.

3. Diverse learners. The candidate demonstrates an understanding of how students differ in their approaches to

learning and creates instructional opportunities that are equitable and adaptable to diverse learners.

4. Instructional planning. The candidate plans instruction based upon knowledge of subject matter, students, the community, curriculum goals, and state curriculum models.

5. Instructional strategies. The candidate demonstrates an understanding and use of a variety of instructional

strategies to encourage student’s development of critical and creative thinking, problem-solving, and performance skills.

6. Learning environment/classroom management. The candidate uses an understanding of individual and

group motivation and behavior; creates a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation; maintains effective classroom management; and is prepared to address behaviors related to substance abuse and other high-risk behaviors.

7. Communication. The candidate uses knowledge of effective verbal, nonverbal, and media communication

techniques, and other forms of symbolic representation, to foster active inquiry, collaboration, and support interaction in the classroom.

8. Assessment. The candidate understands and uses formal and informal assessment strategies to evaluate the

continuous intellectual, social, and physical development of the student, and effectively uses both formative and summative assessment of students, including student achievement data, to determine appropriate instruction.

9. Foundations, reflective practice and professional development. The candidate develops knowledge of

the social, historical, and philosophical foundations of education. The candidate continually evaluates the effects of the candidate's choices and actions on students, parents, and other professionals in the learning community; actively seeks out opportunities to grow professionally; and demonstrates an understanding of teachers as consumers of research and as researchers in the classroom.

10. Collaboration, ethics and relationships. The candidate fosters relationships with parents, school colleagues,

and organizations in the larger community to support students learning and development; demonstrates an understanding of educational law and policy, ethics, and the profession of teaching, including the role of boards of education and education agencies; and demonstrates knowledge and dispositions for cooperation with other educators, especially in collaborative/co-teaching as well as in other educational team situations.

11. Technology. The candidate effectively integrates technology into instruction to support student learning. 12. Methods of teaching. Methods of teaching have an emphasis on the subject and grade level endorsement

desired.

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