ECE 253 : Teaching Practicum II and Seminar II-Infant-Toddler Setting

Students continue to build upon, consolidate, and expand professional competencies acquired in ECE 251. As they take on a leading role, student-teachers participate in staff meetings; support students with diverse learning needs, and develop, prepare, and organize activities around a theme. Student-teachers are expected to demonstrate their ability to provide positive guidance to children, to take on responsibility for the physical set up of the classroom, and to implement successfully a developmentally and culturally appropriate integrated curriculum. The 150-hour field experience is complemented by an on-going seminar that focuses on drawing the connections between child developmental theory and teaching practice. The sites selected are DEEC approved facilities, and the supervising teacher-practitioner is lead-teacher certified. Students are encouraged and supported to develop an initial understanding/knowledge of their evolving professional self/role through reflective practice. Note: C.O.R.I., S.O.R.I., and Health Requirements must be met and students must meet with the Program Coordinator the semester prior to enrollment in ECE 253. 150 hours of field experience, orientation, and seven two-hour seminars per semester on alternating weeks. Prerequisite: ECE 251 with a grade of C- or better, ECE 112, and ECE 222, Co-requisite: ECE 224 or ECE 223 and ECE 236, and ECE 221 or ECE 244. Instructional Support Fee applies. 4 credits Fall, Spring
1. Apply developmentally appropriate strategies to instruction and interaction with children. 2. Create individualized instruction plans that affirm diversity, inclusion, and fairness. 3. Analyze her/his own assumptions and impact on teaching practice. 4. Operate the classroom following the procedures, policies, and practices as outlined by state regulations. 5. Evaluate learning experiences in the context of the Department of Early Education and Care’s core competencies.