Category Archives: Early Childhood

Spring 2013 Practicum Deadline Soon

October 1st is right around the corner and if you are planning to do your practicum this spring 2013, please be advised the deadline for your applications is October 1, 2012. Graduation applications will also be due October 1, 2012. I will need to review your completed graduation & practicum applications prior to submission to your academic department (Teacher Ed, Ed Leadership, Kinesiology, etc.). Scheduling an appointment is easy, and can be made here:

As you prepare for the completion of your applications please review the following:

  1. It is important that you complete every part of the applications. We will not process or accept your application until you complete any missing parts of your applications. If you are in doubt PLEASE ask me.
  2. You MUST become familiar with the e-portfolio requirements which can be found here:
  1. Please make sure you are checking your e-mail daily multiple times, and responding in a timely manner. Everyone coordinating practicum must be able to contact you quickly without delay if any issues arise.
  2. You must get/remain in the habit of checking for announcements on the Teacher Education website. “I did not know” or “I forgot to check my e-mail” will not be accepted for not following instructions, missing deadlines, meetings, etc.
  3. You MUST complete the background investigation questionnaire and release form EVEN if you completed one when you first entered the program or last semester.
  4. Your tort liability insurance must be valid the entire time you are in practicum. No exceptions.
  5. If you are not employed in the school system at the time of practicum application submission, then you must indicate on your application that you are requesting a placement when filling out the practicum application. If you are later hired you must contact Kelly Farmer ( ASAP!
  6. 300 field hours & 3 Settings must be completed and submitted to Andre Goodman (UH383) by December 15th, 2012. You will be pulled from practicum if you have not satisfied this requirement.
  7. You must attach your GACE scores or registration to the application even if you have already sent them in. You should be able to download proof off of the PSC website.
  8. GPA must be & remain at a 3.0 or higher at all times.

Graduation Application Submission Process:

  1. Student fills out application
  2. Student has adviser sign application
  3. Student turns in application to academic department (Teacher Ed, Ed Leadership, Kinesiology, etc.).
  4. When called, student picks application up and takes to business office to pay graduation fee and have them to sign application.
  5. Student will need to have financial aid sign application
  6. Student turns in application to registrar office.

Practicum Application Submission Process:

  1. Student fills out application
  2. Meets with adviser to review application for any corrections
  3. Student submits application to academic department (Teacher Ed, Ed Leadership, Kinesiology, etc.).

Field Experience Requirements

  • 300 hours must be completed before practicum
  • Minimum of 3 different settings (Observation locations)
  • If teaching in certification area, candidate’s classroom may be used as one setting (with three evaluations). Student must submit Employed documentation to advisor.
  • Time documentation must be submitted to Advisor and submitted online.
  • 80% of time must be spent with certification age/grade level
  • Observation in certification grade levels
    • Early Childhood: PreK-K, 1-3, 4-5
    • Middle Grades: 4-5, 6-8
    • Secondary: 6-8, 9-12
    • P-12 (SPED, F.L., Music, HPE): PreK-2, 3-5, 6-8, 9-12)
    • Observations outside of schools must come from pre-approved sites
    • Life Credit request and substitute hours must be formally submitted to advisor.

MAT, MEd, EdS Field Experience Placement Request Form
MAT Field Experience Collaborating Teacher Packet
Attendance Documentation Directions MAT
Suggested Schedule of Activities/Observations with a Purpose


Important links:



Should kindergarten students use iPads?

Should kindergarten students use iPads?
The decision to provide all kindergarten students in a Maine school district with iPad 2 devices has drawn praise and criticism. At issue is whether students will benefit enough from the technology to justify the $200,000 cost. Some say the iPads will improve achievement, while others say kindergarteners are too young to be responsible for such expensive technology. Sun Journal (Lewiston, Maine)


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Reading ability in third grade linked to graduation rate

Reading ability in third grade linked to graduation rate
Students who are not reading at grade level by third grade are four times less likely to graduate from high school on time, and disadvantaged students who fall behind by third grade are 13 times less likely to graduate with their peers, according to new research. The author of the study said reading is taught until third grade, at which point students are expected to use reading skills to learn new material, meaning that students who fall behind likely will remain there. Education Week/Inside School Research blog


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GA Pre-K Cutting Retention Rates

Georgia Pre-K Cutting Retention Rates, Study Shows

From The Atlanta Journal-Constitution
A new study shows Georgia’s lottery-funded pre-kindergarten program is paying off, with fewer students being held back a grade, dropping out of school and landing in special education classes. The study, released Tuesday by the nonprofit Southern Education Foundation Inc., puts a dollar value on the most noticeable of the trends — 10,000 fewer students on average are having to repeat the same grade each year. The report estimates the net savings at $35.6 million in 2010 and an additional net savings of $212.9 million over the next six calendar years.

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Posted by on March 15, 2011 in Early Childhood, News


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Recess before lunch benefits students.

A Denver-area school district schedules recess before lunch in some elementary schools to help improve student health. The schedule allows students to play first, then return to lunch and class calmer and ready to learn. “Our decisions are always driven by what is best for our kids, and we just have found that this is a better circumstance for our students,” said John Gutierrez, principal at Cougar Run Elementary School. The Denver Post


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Tossing the Script: The End of the Line for Cursive?

The handwriting may be on the wall for cursive. At least that’s what some people fear as schools across the country continue to drop cursive handwriting from their curricula.

Forty-one states have so far adopted the new Common Core State Standards for English, which does not require cursive. Set by the Council of Chief State School Officers (CCSSO) and the National Governors Association (NGA), the standards provide a general framework for what students are expected to learn before college.

States are allowed the option of re-including cursive if they so choose, which is what Massachusetts and California have done.

But the latest to contemplate abandoning the script is Georgia, where teachers and administrators will meet in March to discuss erasing the longhand style from its lesson plans, says Georgia Department of Education spokesman Matt Cardoza.

The argument is that cursive is time-consuming and not as useful as the keyboard skills students will need as they move on to junior high and high school, he says.

As it happens, cursive is also not on the tests that rate schools under the No Child Left Behind law, and increasingly schools gear their curricula to excel at those tests, says Kathleen Wright, a national project manager for Zaner-Bloser, a publisher of education writing materials…[The End of Cursive? – ABC News.]

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Posted by on February 17, 2011 in Early Childhood, Education News



Bel Air’s Saturday Program

(This program can be used for field experience hours for ECED Majors)

If you have any questions or would like to participate, please contact Debbie Callan @

Bel Air Elementary School

325 North Bel Air Road, Evans, GA 30809


Target Population: At Risk Third and Fifth grade students

A six-week Saturday program will be designed to provide extra instructional time/computer help for third and fifth grade students who are at risk in passing. The students will be “invited” to attend the program with a formal letter and explanation of the program.

Parents will have to sign a contract in which they agree to attend the first meeting and will promise to have their child attend at least four of the five remaining sessions. Students will be expected to follow school rules and can be withdrawn from the program at any time for poor behavior/attitude. BAE faculty volunteers will facilitate the program. ASU students who are working on education degrees will be invited to participate and be able to earn lab hours for their on-site participation.  It is strongly requested that ASU students be able to participate in at least three of the six sessions, thereby earning anywhere from 6-11.5 hours of lab credit for the term.

Starting Date: Feb. 5th

Starting Time: 8:30-9:00- Provide breakfast for parents and students

Provide informational meeting/workshop for parents until 10 am.

Students will work in computer lab from 9 am -10 am and go home with their parents at 10 am.

The remaining Saturday sessions will run from 10 am -12:00 pm.

The remaining Session Dates are:

Feb. 12th, Feb. 26th, March 5th, March 12th, and March 19th.  We will not meet on March 26th due to School Carnival.

Students will be dropped off at school in the front of the school at 10 am and parents will pick them up at noon at the same place.

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Posted by on January 27, 2011 in Early Childhood, Field Experience

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