Prof. Cheryl Ann McCarthy Home address:
Rodman Hall Office #8 69 Slocum Road
Kingston, RI 02881 Portsmouth, RI 02871
Office Phone: (401) 874-4654 Home Phone 401-848-7689
Fax Number (401) 874-4964 E-Mail: Chermc@uri.edu
SECTION
ONE:
I. COURSE DESCRIPTION: Please refer to the attached Guidelines for a Good Practicum Experience for details about your practicum experiences. This course is the capstone course of your program. In this course you will put into practice what you have learned in your MLIS and school library media certification program. You will have the opportunity to demonstrate your skills and talents by mastering the 11 Rhode Island Beginning Teacher Standards (RIBTS). Furthermore, you will have the opportunity to see how theory and practice mesh. You will have the opportunity to demonstrate the FOUR major roles of the library media specialist as teacher, information specialist and instructional partner and program manager. You will recognize the importance of the school library media program in a dynamic integrated curriculum. In addition, you will implement the national mission of the library media program Òto ensure that students and staff are effective users of ideas and informationÓ at two different sites, one elementary and one secondary. Under the able direction of your cooperating media specialists, you will a complete a minimum of 300 contact hours of internship in a ten week full-time directed field experience in two school library media centers, elementary and secondary. You will also attend faculty, department and district meetings as required by your LMS. By the end of your directed field experiences you will demonstrate your mastery of the RIBTS and outcomes identified on the evaluation form. You will be evaluated by your cooperating media specialist three times: at the end of 50, 100, and 150 hours. YOU will also do a self-evaluation at each of these three points and you will also be visited once at each site by your University supervisor who will also assess your progress in meeting the RIBTS. You will also attend seminar classes at URI or participate online on Web CT for the discussion topics assigned each week. You will keep a daily log and write six journal entries reflecting on your growth as a LMS at the end of 50, 100, 150, 200, 250, and 300 hours.
You MUST submit your passing score of 167 to your professor via hardcopy and also to URI Office of Teacher Education, 701 Chafee Hall or you will not receive a passing grade for your practicum. You will receive an Incomplete until you submit evidence of a passing grade. IF you already possess a valid teaching certificate, you may submit that to your instructor in lieu of the PRAXIS II PLT. IF, however, you want the RI Certificate and do not already possess a RI Teaching Certificate, then you will be required to take the PRAXIS II PLT for either elementary or secondary.
YOU MUST POST your assignments including assessment of student learning, professional development goal, RIDE Initiatives, and RIBTS E-Folio Rationales and documents to http://www.Trueoutcomes.net on the due date by April 22nd. IF you do not post your assignments to TrueOutcomes, you will not receive a passing grade for this course. IF you have extenuating circumstances, then you may receive an Incomplete but your request must be in advance and in writing. Please use the WebCT site to learn HOW to post to TrueOutcomes assessment.
II. METHODOLOGY: The methodology employed in this course will be practice and reflective inquiry on your practice as a beginning teacher and Library Media Specialist. Students will be asked to discuss, to question, to reflect, and to write responses to the challenges and issues raised during your formal and informal teaching lessons, your practicum experience, class discussions, the readings, book discussion questions, and the case studies. Your journal entries should be used to reflect on your personal and professional GROWTH throughout the semester. Ask yourself "What am I doing, and why am I doing it?" If you are unsure, ask your cooperating media specialist to help you understand the significance of what YOU are doing and why you are doing it. Use your metacognition skills to reflect and think about your own thinking process. The seminar discussions will revolve around specific themes, topics, books and questions. Try to reflect on your practicum experiences and share your knowledge during the discussions either face-to-face or online.
III. OBSERVATIONS & PRACTICE: Refer to the ÒGuidelines for a Good Practicum Experience: Roles and Responsibilities for Cooperating Media Specialists." This document provides the recommendations for a quality practicum. Be sure to read it and follow it. You will be evaluated by the cooperating media specialist three times at each site: 50 hours, 100 hours, and 150 hours. These evaluations are an opportunity to assess your progress and identify the competencies or outcomes you have met successfully and those you need to develop. Use this opportunity for discussion of your strengths and weakness and how you can improve. Do a self-assessment with the checklist to compare your perception with your cooperating media specialist. Your University supervisor will also visit you ONCE at each site to assess your experience and GROWTH at that site. Be prepared to discuss your progress and growth and show your lesson plans, daily logs and journals as well as your accomplishments at this site during my site visit.
I. INSTRUCTIONAL OBJECTIVES & GOAL: The major goal for the practicum student is to be able to demonstrate mastery of the RIBTS and the four roles of the library media specialist: teacher, information specialist, and instructional partner as well as beginning skills as a program manager. You will be assisting your LMS with program management. In fulfilling the goals and outcomes, the student will be able to identify the roles and responsibilities for information specialist, teacher, and instructional partner and program manager to create an effective library media program. In addition, the student will be able to work cooperatively with the cooperating media specialists, teachers, administrators, and the university supervisor to fulfill all of the school library media certification requirements. The student will be able to meet the following objectives at each practicum site (adapted from Information Power):
1. to provide intellectual access to information by planning systematic learning activities and lesson plans for a diverse population in at least ONE curriculum content area.
2. to provide physical access to information in all media formats available at the site and assist with organizing the collection within the library through an introduction to selection and cataloging.
3. to provide lessons that encourage students to be effective communicators and creative users of information and ideas using a variety of media and technology.
4. to provide instructional consulting services through leadership, instruction and assistance to at least one teacher at each school in a planned instructional lesson or unit using informational and instructional technologies through collaborative efforts.
5. to provide resources and learning activities that encourage lifelong learning and lifelong reading by promoting literacy while emphasizing a whole language approach in elementary grades and an integrated and resource based approach to information skills on the middle and secondary level.
II. GSLIS EDUCATIONAL
OUTCOMES:
Students will demonstrate proficiency in the following educational outcomes as applied to professional practice in their school library media programs with evidence in their portfolios:
1.Professional Ethics: (RIBTS 11)Knows and is guided by the ethics, values and foundational principles of the library and information professions and professional associations. Understands the role of library and information professionals and associations in the promotion of intellectual property, democratic principles, intellectual freedom, and diversity of thought.
4.Technological Knowledge: Demonstrates comprehension and competence in using information and communication technologies for professional presentations and to assist diverse users to access information resources in a variety of formats. Understands and can apply the principles of techniques used to continuously track and analyze emerging technologies to recognize relevant innovations.
5.Knowledge Dissemination: Service: (RIBTS 1-5) Knows and demonstrates competence in using service concepts, principles and techniques that facilitate information access, relevance, and accuracy for users. Retrieves, evaluates and synthesizes information from multiple sources and responds to complex needs of diverse users for resources and services.
6.Knowledge Accumulation: Education and Lifelong Learning: (RIBTS 1-5) Interacts with diverse individuals or groups of users to provide consultation, mediation or guidance in their use of information resources. Knows basic learning theories, instructional methods, and achievement measures, and applies them to diverse learners in learning situations within libraries and other information providing agencies. Demonstrates the ability to instruct and assess diverse patrons in the mastery of information literacy, which includes the skills needed to locate, access, use and evaluate information resources for continuing education or lifelong learning.
8. Institution Management: Can manage library and information services effectively by applying the principles and practices of planning, management and the evaluation of libraries or other information providing agencies. Demonstrates problem-solving, critical thinking, and decision-making skills in the planning for delivery and evaluation of library and information services in a changing global society. Understands the necessity of community outreach, advocacy, and the formation of strategic alliances.
III. RIBTS STANDARDS: Most importantly you will be able to demonstrate mastery and present evidence (selected artifacts) demonstrating how you meet either the 11 Rhode Island Beginning Teacher Standards (RIBTS) or the INTASC Standards, or the NBPTS for Library Media (if you are currently certified). The University supervisor evaluates each studentÕs work on site with the cooperating media specialist and also assesses your portfolio/e-folio with evidence, artifacts and rationales, documenting your mastery of the following eleven Rhode Island Beginning Teaching Standards:
1. Teachers create learning experiences using a broad base of general knowledge that reflects an understanding of the nature of the world in which we live.
2. Teachers create learning experiences that reflect an understanding of central concepts, structures, and tools of inquiry of the disciplines they teach.
3. Teachers create instructional opportunities that reflect an understanding of how children learn and develop.
4. Teachers create instructional opportunities that reflect a respect for the diversity of learners and an understanding of how students differ in their approaches to learning.
5. Teachers create instructional opportunities to encourage students' development of critical thinking, problem solving, and performance skills.
6. Teachers create a learning environment that encourages appropriate standards of behavior, positive social interaction, active engagement in learning, and self-motivation.
7. Teachers foster collaborative relationships with colleagues and families to support students' learning.
8. Teachers use effective communication as the vehicle through which students explore, conjecture, discuss, and investigate new ideas.
9. Teachers use a variety of formal and informal assessment strategies to support the continuous development of the learner.
10. Teachers reflect on their practice and assume responsibility for their own professional development by actively seeking opportunities to learn and grow as professionals.
11. Teachers maintain professional standards guided by legal and ethical principles.
IV. INTASC STANDARDS: Option 2: Option for regional or out-of-state students: the 10 INTASC Beginning Teacher Standards: (See How to Develop A Professional Portfolio) You will include ONE sample for each of the following 10 standards in your portfolio.
Standard #1: Knowledge of subject matter
Standard #2: Knowledge of Human Development and Learning
Standard #3: Adapting Instruction for Individual Needs
Standard #4: Multiple Instructional Strategies
Standard #5: Classroom Motivation and Management Skills
Standard #6: Communication Skills
Standard #7: Instructional Planning Skills
Standard #8: Assessment of Student Learning
Standard #9: Professional Commitment and Responsibility
Standard #10: Partnerships
V. NBPTS STANDARDS: OPTION 3: If you are
already a practicing and certified teacher in Rhode Island or certified LMS, you may opt to develop your
portfolio based on the 9 Standards for National Board Certification for Library
Media Specialist (NBPTS).
VI. SCHOOL OF
EDUCATION GRADUATE THEMES:
The following School of Education Graduate Themes are embedded in
assignments and rubrics for school library media candidates for assessment and
are incorporated into TrueOutcomes e-folio.
All students in LSC 596 Practicum and Seminar in School Library Media
will post to http://www.trueoutcomes.net their 11 rationale statements to support each of the 11
RIBTS or INTASC standards or 9 NBPTS for certified teachers.
The Graduate Program Themes are:
1.
Content Based
Knowledge
2.
Leadership
3.
Commitment to all
students in Diverse Learning Communities
4.
Research
5.
Professional
Development
6.
Professional Practice
VII. Disability
Statement:
"Any student with a documented disability is welcome to contact me
as early in the semester as possible so that we may arrange reasonable
accommodations. As part of this process, please be in touch with Disability
Services for Students office at 330 Memorial Union. 874-2098."
SECTION THREE:
READINGS AND TEXTS
I. REQUIRED TEXTS: Read according to the dates given for each seminar:
Campbell, Dorothy M., et al. How to Develop a Professional Portfolio. 4th Edition. (Allyn & Bacon, 2006) Paperback.
Esqueth,
Rafe. Teach Like Your Hair Is On Fire.
Sizer,
Theodore and Nancy. The Students Are
Watching: Schools and the Moral Contract. (Beacon Press, 2000) Paperback
ISBN: 0807031216
Tucker, Mark S. and Judy B. Codding. Standards For our Schools: How to Set Them, Measure Them, and Reach Them. (Jossey Bass, 2002). Paperback
Grassian, Esther S. and Kaplowitz, Joan R. Information Literacy Instruction. New York: Schuman Publishers, Inc. 2001. Paperback.
Kern, Diane. Cliffs TestPrep Praxis II: Principles of Learning and Teaching. Paperback.
III. SEQUENCE
OF READINGS:
FIRST CLASS READ AND DISCUSS: Campbell, Dorothy M., et al. How to Develop a Professional Portfolio. 4th Edition. (Allyn & Bacon, 2006).
SECOND
CLASS READ, DISCUSS AND POST: Sizer, Theodore and Nancy. The Students Are Watching: Schools and the Moral Contract. (Beacon
Press, 2000) ISBN: 0807031216..
THIRD CLASS READ, DISCUSS, POST: Tucker, Mark S. and Judy B. Codding. Standards For our Schools: How to Set Them, Measure Them, and Reach Them. (Jossey Bass, 2002). Paperback.
FOURTH CLASS READ, DISCUSS, POST: Rafe Esquith, Teach Like Your Hair is on Fire.
FIFTH and SIXTH SEMINAR: READ, POST AND DISCUSS: YOUR CASE STUDIES!
IV.
RECOMMENDED TEXTS FROM LSC 520 AND LSC 527:
Your texts from LSC 520 will prove helpful throughout your practicum experience. Refer to them as needed especially the Harry Wong text for lesson planning and classroom management.
AASL and AECT. Information Power: Building Partnerships for Learning.
Chicago: ALA, 1998.
Eisenberg, Michael B. and Robert E. Berkowitz. The Definitive Big6 Workshop Handbook. Third Edition. Ohio: Linworth, 2003.
Wong, Harry and Rosemary Wong. How to be an Effective Teacher: The First Days of School. Harry K. Wong Publications, Inc.2004.
ISBN: 0-9629360-6-5
LSC 527, Information Literacy
Instruction, texts will also be helpful:
Grassian, Esther S. and Kaplowitz, Joan R. Information Literacy Instruction. New York:
Schuman
Publishers, Inc. 2001.
SECTION FOUR: ASSIGNMENTS
I. WRITTEN ASSIGNMENTS: All assignments are to be submitted or posted at the seminar class as assigned. Your Portfolio is DUE at the completion of your Practicum field experiences but you must be prepared to show your evidence and documentation during your site visits and during your seminar classes so keep ALL your documents in a three ring binder with lesson plans, logs, journals, and evidence for meeting RIBTS.
II. PROGRAM OUTLINE: Refer to the Guidelines for suggestions on how to develop your program outline. Your Program Outlines for site one and two are due at the first class. Also, please POST to WEBCT DISCUSSION Board.
III. BOOK DISCUSSION QUESTIONS: Read the books assigned for class discussion and be prepared to discuss each book by answering and preparing questions for each book or assigned chapters and participating in class discussions live or online for regional students. Participation is mandatory either online or Face to face and work must be posted by 4:00 pm on Wednesdays for class seminar dates posted.
IV. JOURNAL
ENTRIES AND DAILY LOGS:
CREATE A DAILY LOG of activities at your school and include your reactions to questions, problems, and issues. Your logs will become part of your portfolio and will document everything you do at your field site. List activities for each hour or 45 minute periods or blocks depending upon the schedule for your school.
You should write SIX journal entries, three for each site, one at the completion of 50, 100 and 150 hours at each school and should be posted online. Each journal entry should be approximately two pages word-processed and double spaced. In your entries, focus on your practicum field experience during those two weeks. Your journal will grow out of the experiences in your log. This is a time to reflect on your growth and knowledge and development as a beginning professional school library media specialist. I suggest that you begin each journal entry with a significant or essential question about YOUR GROWTH and proceed with a thoughtful response including WHAT you did and WHY or HOW you responded and how you would respond in the future. Your responses should be real or realizable within the context of a school library media program. Be objective and analytical in your problem solving. Date each entry. Remember these journal entries should be about YOUR growth and development as a professional school library media specialist. Be specific and illustrate with anecdotes about what you are doing and why you are doing it. Think and reflect on what you are doing in relation to your studentsÕ achievement. Be sure to discuss HOW you are meeting the RIBTS and the four roles of the LMS. By the completion of your sixth journal, you should have covered all of the RIBTS and all four roles of the LMS.
V. LESSON PLANS: Prepare lesson plans for all formal and informal teaching you do. Your lesson plans should be in the same formats that you used in LSC 520. Try to relate your lessons to the school curriculum for the site where your are doing your directed field study. At the elementary level, the focus of instruction should be on literacy: reading, writing, listening, speaking, and mathematics using a literature and whole language approach if possible; at the middle level the approach should be an integrated resource based approach connected with content areas; and at the high school the emphasis should be on information skills integrated with curriculum. You will most likely be doing more informal lessons at the high school in the area of reference and research. Write those informal lessons. Ask your cooperating media specialist to try to help you connect with at least one teacher to work on at least one instructional unit or a series of lessons where you can practice the role of instructional consultant. Be creative. Think of ideas or connections that you see. You should share all your lesson plans with your cooperating media specialist for approval, suggestions and criticism. No one likes criticism, but your cooperating media specialist knows what works best at his/her school. PLEASE ASK.
VI. CASE STUDY: You will select a partner at the first seminar class and you will share your questions, problems, and ideas throughout the semester using webct mail or chat. During the last two seminar sessions, you will post your case study with a real problem that you encountered during your practicum. The names and situation should be fictitious, but based on a real scenario. You will each write a scenario from YOUR experience by using the problem solving technique in a role-playing situation with your partner. Each of you must submit your case study in writing in your portfolio as well as post to WebCT. Try to engage your classmates in the discussion of the problem. ( Ask thoughtful questions.) The problem-solving model will be employed so that students will examine a range of alternatives to consider thoughtfully before devising a response for action. Begin the session by posing the major problem in the form of a question: What should C... do about the problem of ...? or How should C ... proceed to solve the problem of ...? Be sure to raise questions for class discussion. Engage the class in the discussion by asking for alternatives as well as approaches for the remaining issues or areas of concern. You will choose the alternative you believe is BEST and give a rationale WHY. You will be graded on your effectiveness in both problem solving and in your powerpoint presentation and questions raised. Put yourself in the shoes of the individual with the major problem and present the case from the first person point of view. If this role is difficult for you, act as a colleague or consultant offering advice. Develop an action plan. In order to support your transition from theory to practice, try to recognize the reality of each situation, and your solutions should be realizable, at least in so far as we can determine the desired outcome. Try to steer towards the ideal as revealed in Information Power: Building Partnerships for Learning while also recognizing that in practice, few sites are ideal. We should acknowledge, however, the real and the ideal by creating the art of what is possible in any given situation.
Be
sure to include a Written memo with
your Case Study as your solution to the problem and addressed to the
appropriate stakeholders. See Rubric for details.
SECTION FIVE: ASSESSMENTS AND EVALUATION:
I. PORTFOLIO ASSESSMENT: You will have the opportunity to gather together and present ALL your written work completed for each of your practicum schools, including program outline, book discussion questions, daily logs, three journal entries for each school, and all lesson plans. Your E-folio of the 11 RIBTS rationales are to be combined in one file and posted to the web site at True Outcomes at http://www.trueoutcomes.net. You will also submit ONE paper copy of all documents in a large three inch three ring binder with contents labeled and organized according to the rubric including: title page, practicum dates and HOURS, updated resume, table of contents, and evaluations and site visit reports. YOU will need evidence for each of the 11 Rhode Island Beginning Teacher Standards for all Rhode Island students OR the 10 Standards developed by Interstate New Teacher Assessment and Support Consortium (INTASC) for out of state students. Please submit your materials for the portfolio at each seminar class so I can read about your progress before I visit you. Your materials will be graded when your portfolio is complete. You will receive a portfolio/e-folio rubric. Prepare your materials carefully as you can use your portfolio as evidence of your work/ practicum experience during your job interviews. Include a video of you teaching one lesson of your choice and write a self-assessment of your teaching and studentsÕ learning in the video.
II. EVALUATIONS: You must submit your final evaluation and site visit reports separately because they go into your student record file as verification that you completed the practicum at the specific sites identified. You may keep a copy of this evaluation to use as a recommendation. Please submit my site reports separately also. You may keep a copy to use as a recommendation. If you would like an additional recommendation, please submit a formal recommendation request.
III. GRADING: Your grade will be based on your practicum experiences, all written assignments, lessons, journals, etc. presented in your exit portfolios/e-folio, class discussions, and case studies. Seminar class participation will include thoughtful reflections and responses to the book discussion questions for the three required books as well as discussion topics and case study presentations.
____________/155
POINTS FOR YOUR PORTFOLIO AND E-FOLIO
____________ /100
POINTS FOR MENTOR THIRD EVALUATION Site 1
____________ /100
POINTS FOR MENTOR THIRD EVALUATION Site 2
____________ /100
POINTS FOR FIRST SITE VISIT REPORT-URI
____________ /100
POINTS FOR SECOND SITE VISIT REPORT-URI
____________ /100
POINTS FOR SEMINAR AND ASSIGNMENTS
____________ /TOTAL
POINTS OUT OF 655 POINTS
Grade for LSC
596
655-590 Points A- to
A (Exceeds Standards 4-5 level)
589-524 Points B- to
B+ (Meets Standards 3+ level)
523-460 Points C- to
C+ (Approaching Standards 2+ level)
Below 460 Points (Little Evidence of Meeting
Standards Level 1)
Or
(Level 0) Not meeting standards and not sufficient documentation to
meet RIBTS standards or to pass practicum. F = failure to meet standards.
Prof. Cheryl A. McCarthy
LSC 596 PRACTICUM AND SEMINAR:
GRADUATE SCHOOL OF LIBRARY &
INFORMATION STUDIES--URI
SECTION FIVE:
The following seminar topics will be discussed at each seminar classes. ATTENDANCE AT SEMINARS IS MANDATORY face to face or online as posted. Regional studentsÕ must post by seminar date time by 4:00 pm. Please share these seminar topics and dates with your cooperating media specialist. Cooperating media specialists are welcome to attend our seminar F2F sessions. Please share this schedule with your mentors. Practicum students should come prepared to participate in class discussions for each date and READ the required books and prepare discussion questions for assigned chapters and post by 4:00 pm of the date posted. You should also keep current by reading professional journals and keep up-to-date with online journals and AASL website. Be prepared to respond to the book discussion questions and prepare your own questions for each book you read. You must post your questions as well as write answers to questions posted. You must prepare questions and answers for each session and book by submitting your responses online on the LSC 596 WebCT site by 4:00 pm on the dates posted. The following books are required reading:
REQUIRED READING AND PARTICIPATION IN DISCUSSION:
Read texts according to the dates given for each seminar and be prepared with questions for your assigned chapter and be prepared to discuss each text:
1.FIRST CLASS READ AND DISCUSS: Campbell, Dorothy M., et al. How to Develop a Professional Portfolio. (Allyn & Bacon, 2000).
How can you create a portfolio using the RIBTS. Review the RIBTS and your evidence to date. Reread Harry WongÕs chapter on classroom management from LSC 520 and be prepared to discuss your classroom management strategies.
2.
SECOND CLASS READ AND DISCUSS: Sizer, Theodore and Nancy. The Students Are Watching: Schools and the Moral Contract. (Beacon
Press, 2000) ISBN: 0807031216..
3. THIRD CLASS READ AND DISCUSS: Tucker, Mark S. and Judy B. Codding. Standards For our Schools: How to Set Them, Measure Them, and Reach Them. (Jossey Bass, 1998)
4. FOURTH CLASS READ, DISCUSS, POST: Rafe Esquith, Teach Like Your Hair is on Fire.
NOTE: You must prepare a written analysis for the book discussed for each session or receive a zero for that session and assignment.
1st CLASS: Theme: The Practicum: Learning on the Job & Getting the Most out of your Experience. Expectations and Reality: A Reality Check with Information Power and The New Vision. READ & USE: How to Develop a Professional Portfolio.
Review
the RIBTS and evidence to support each RIBTS. Introduce E-Folio by True
Outcomes. How does one improve and grow and how does
the evaluation process and
reflection process help us become better teacher/library media specialists?
2nd CLASS: Theme: Reform Movements in Education and knowing our students: READ: Sizer, Theodore and Nancy. The Students Are Watching: Schools and the Moral Contract. (Beacon Press, 2000) ISBN: 0807031216..
Multiple
Intelligences: Myths & Realities?
Constructivist Learning: What is it and is it happening in your schools?
How do you model for your students? Prepare discussion questions from SizerÕs
book on the moral contract for one
of the gerunds assigned to you: i.e. modeling.
3rd CLASS: Theme: Building thoughtful Learning Communities:
READ: Tucker, Mark S. and Judy B. Codding. Standards For our Schools: How to Set Them, Measure Them, and Reach Them. (Jossey Bass, 1998).
Rethinking schools where STANDARDS and constructive reflection infuses the school culture. How do you develop good intellectual habits and enable students to meet the New Standards? Prepare one discussion question for each chapter.
The National Standards: What are they and how are schools teaching to the standards? Are students mastering the National Standards? How are the Standards integrated into the library media program?
4th CLASS: Theme: Teaching with Passion: Read and Discuss Rafe EsquithÕs book:
Teach Like Your Hair Is On Fire. How can
we prepare and present our lessons with passion and motivate our students to
become life-long learners and life-long readers?
5th & 6th CLASS: Case studies of fictionalized scenarios. Write a scenario of a real problem that you observed or encountered but fictionalize the case. Problem solve a solution to the problem using the case study method presented in LSC520. Share your case with your partner and you will choose only ONE of the cases to present with your partner to the class. You will submit your individual case in your portfolio.
DATES FOR PRACTICUM SEMINARS ONLINE OR F2F:
1ST
Class: January 21, 2009 FACE TO FACE AT WORCESTER STATE COLLEGE. ALL MUST
ATTEND!
2nd
Class: February 4, 2009
3rd
Class : February 18, 2009
4th
Class: March 4, 2009
5th Class:
March 25, 2009
6th
Class: April 15TH, 2009
PORTFOLIOS DUE APRIL 15TH AND POSTINGS TO EFOLIO DUE APRIL 22ND.