Western New Mexico University School of Education
Conceptual Framework
EDUC 505/ 507: EXPLORATORY FIELD EXPERIENCE
SECONDARY/ ELEMENTARY
Summer 2012
Vision Statement
Ignite and Nurture a spirit of learning for both educator and student.
This course will examine the essential questions, “What is a good teacher?” and “How do I create my
identity as a professional educator?” The students will consider a variety of issues including, but not
Statements
limited to, management, lesson planning,Philosophy
SPED, parents
and cross cultural situations. This class also
serves as a gateway into the MAT Elementary/ Secondary Program and Alternative Licensure Program.
Philosophy Statements
1.Educators recognize, accept, value, and promote diverse ideas, languages, and cultures.
o Variety of textbooks (Canestrari, & Marlowe, Farrell, Zuckergood)
o Role-plays where students may experience different cultures
o Additional readings from current refereed journals, newspapers and books
2. Educators stress quality programs aligned with professional and state standards that produce
exemplary results.
o Based on the New Mexico State Competencies for Teachers, The Western New Mexico University
Teacher Outcomes and the Interstate New Teacher Assessment And Support Consortium (INTASC)
Principals (See syllabus for specific competencies)
o Create lesson plans based on state standards for specific content areas
o
Assesses beginning skills based on New Mexico State Competencies for Teachers and the
Western New Mexico University Teacher Outcomes
3. Educators integrate theoretical knowledge into the world of practice through field-based experiences
and reflection.
o Create lesson plans used during observations
o 60 hours of field experience
4. Educators possess the skills and knowledge to effectively collaborate with parents, professionals—
both within and across schools and agencies—and other community stakeholders.
o Write a letter home to parents
o Presentations from a variety of community stakeholders
5. Educators advocate for equitable access and model thoughtful, effective, integrated use of technology
resources.
o APA workshop with online research opportunities
o Analyze a video of self-teaching
Key Principles
Facilitating Active,
Maximizing Opportunities for
Participatory Decision Making
Student Thinking and Achievement
Students will work in groups to reflect on the text
read in the course.
Salazar
Students will use reflection Dr.
logs
to facilitate class
EDUC 505/ 507 – Summer 2012
discussions and learnings about course topics.
Students will participate in a simulation exploring
Students will observe a master teacher.
1
WESTERN NEW MEXICO UNIVERSITY
GALLUP CENTER
EDUC 505/ 507: EXPLORATORY FIELD EXPERIENCE
ELEMENTARY/ SECONDARY
Summer 2012
INSTRUCTORS
COMMUNICATIONS
Dr. Melinda Salazar
2055 State Road 602
Gallup, NM 87301
WNMU: (505) 722-3389, ex. 23
E-mail: salazarm2@wnmu.edu
Cell: (603) 682-4525
OFFICE HOURS
By appointment only
I.
COURSE LOCATION: 2055 State Road 602 South, Gallup NM
II.
COURSE TIME: Starting date: Wednesday, May 16 (on-line class),
Tuesday 5/29; Tuesday 6/5; Thursday 6/7; Tuesday 6/12; Thursday 6/14;
Tuesday 6/19; Thursday 6/21; Tuesday 6/26; Thursday 6/28; 5:00 – 8:15 pm.
III.
COURSE DESCRIPTION:
Multi-level, multi-discipline field experience;
The exploratory course offers the teacher opportunities to prepare for
involvement in the teaching profession through seminar and field experience.
While exploring the dynamics of teaching and learning in seminar discussions
and in field sites, students also examine their own educational beliefs and career
aspirations. The central questions for the course are: What is a ‘good’
teacher? How am I creating my identity as a professional educator?
IV.
CONCEPTUAL FRAMEWORK:
The Conceptual Framework that organizes the professional education curriculum to fulfill our
purpose is founded on four guiding principles: diversity, application, quality, and proactive
leadership. Based upon these four philosophical assumptions, the teacher at Western New
Mexico University is provided an opportunity to fulfill this purpose by experiencing a specific
knowledge base. All School of Education programs 1) maximize opportunities for thinking and
achievement; and 2) facilitate active, participatory decision-making. The relationship between
these two categories and national restructuring efforts redefine learning and the way schools are
governed.
Graduate Programs
Developing advanced knowledge to enhance thinking, achievement, and decisionmaking is only one function of the WNMU graduate education programs. The advanced
program places a higher emphasis on action or applied research and expects graduates
to take a leadership role in efforts to bridge differences through collaboration among the
greater learning community.
V.
COMPETENCIES
NEW MEXICO STATE COMPETENCIES
1. The teacher accurately demonstrates knowledge of the content area and
approved curriculum.
b. Gives clear explanations to lesson content and procedure.
3. The teacher communicates with and obtains feedback from students in a
manner that enhance student learning and understanding.
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EDUC 505/ 507 – Summer 2012
b. Communicates to students the instructional intent, directions or plan at the appropriate
time.
c. Establishes and states expectations for student performance.
4. The teacher comprehends the principles of student growth, development and
learning, and applies them appropriately.
d. Uses resources such as community service agencies, school personnel, parents, etc.,
to meet students’ learning levels, rates and styles.
6. The teacher manages the educational setting in a manner that promotes
positive student behavior and a safe and healthy environment.
b. Executes routine tasks effectively and efficiently.
c. Establishes and states expectations for student behavior.
e. Has materials and media ready for student use.
g. Manages student behavior effectively and appropriately.
7. The teacher recognizes student diversity and creates an atmosphere conducive
to the promotion of positive student involvement and self-concept.
8. The teacher demonstrates a willingness to examine and implement change, as
appropriate.
a. Seeks out information on methodology, research and current trends in education to
enhance and
improve the quality of learning.
b. Implements a variety of strategies to enhance learning.
c. Recognizes that change entails risk and modifications may be needed.
9. The teacher works productively with colleagues, parents and community
members.
b. Communicates with parents on a regular basis.
d. Involves parents and community in their learning environment.
e. Communicates in a professional manner with colleagues, parents and community
members regarding educational matters.
WESTERN NEW MEXICO UNIVERSITY OUTCOMES:
4. Classroom Management and Learning Environment: Teachers create learning
environment that encourages positive social interaction, active engagement in learning,
and self-motivation.
7. Student Development and Advocacy: In collaboration with others, teachers have a
responsibility to create a healthy educational and social climate that nourishes student’s
intellectual, social and emotional growth and development.
9. Family/ School/ Community Interactions and Communication Skills: Teachers
have a responsibility for effective communication with community, families and
professionals who facilitate the instructional and school improvement process.
INTERSTATE NEW TEACHER ASSESSMENT AND SUPPORT CONSORTIUM
(INTSC) PRINCIPLES
Principle #1: The teacher understands the central concepts, tools of inquiry, and
structures of the discipline(s) he or she teaches and can create learning experiences
that make these aspects of subject matter meaningful for students.
Principle #10: The teacher fosters relationships with school colleagues, parents, and
agencies in the larger community to support students' learning and well-being.
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EDUC 505/ 507 – Summer 2012
VI.
Date
May 16
On-line
class
May 21
On-line
CONTENT TOPICS Begin
Topics
Course Overview
Lesson Plan and Video Analysis assignment
Readings for this class
Syllabus
Ayers, B. (2004). Where might
we begin? In Rethinking Schools
Assignments due
Syllabus Scavenger Hunt
Read syllabus and email
responses as an attachment
to me by 8:15 pm.
Read article by Bill Ayers
and respond in a few
paragraphs in the body of
the email to the following:
What inspires, or not, about
this essay? Why do you
think the author suggests
“criticism and forgiveness” is
the “path to wisdom in
teaching?” How might this
relate to your teaching
practice?
Look at your teaching
schedule and schedule a
time to begin Assignment #4
--Video-taped Analysis
Assignment
Email to all Reflection visual
and text.
May 25: Respond to
classmates
Teaching Reflection
Work on Assignment #4
Video-taped Analysis
Assignment
May 29
Face-toFace
June 5
June 7
Before the
end of June
June 12
Overview of Course and
Practice Teaching
requirements
Teacher Identity
What is Reflective
Practice? Presentation
Common Core State
Standards
Lesson Planning
Guest Speaker: Stacey
Hollebeek, WNMU-G
Writing Center on APA
Guest Speaker: Eva Prieto
on Special Education
The Virtue
Project/Dispositions and
PDP/PDS
Schedule and participate in
graded conference to
discuss PDP/PDS
Trauma and Development –
Dr. Martha Brisky (5:30)
Learning to read the classroom –
Dodd
Canestrari, & Marlowe Part I
Zuckergood & Bettencourt: Week
1
Farrell, p. 1-24.
Life Story Assignment
Canestrari, & Marlowe Part II
Zuckergood & Bettencourt: Week
2
Farrell, p. 24 - 35
PDP/PDS will be released
Video-taped Analysis and 3
lesson plans
PDP/PDS
Canestrari, & Marlowe Part III
Zuckergood & Bettencourt: Week
3
Farrell, p. 36 -47
4
Reflection Journal
Dr. Salazar
EDUC 505/ 507 – Summer 2012
June 14
Learning Styles
Critical Reflection
June 19
Guest Speaker: Sandra
Freeland from NMPED –
Indian
The Portfolio
June 21
Learning Journey
Place Based Education
Education for Sustainability
(EfS)
June 26
Teaching for Diversity and
Social Justice
June 28
Final Exam
Summative Assessment
VII.
Canestrari, & Marlowe Part IV
Zuckergood & Bettencourt: Week
4
Farrell, p. 48 - 57
Canestrari, & Marlowe Part V
Zuckergood & Bettencourt: Week
5
Farrell, p. 59 - 70
Reflection Journal
Canestrari, & Marlowe Part VI
Zuckergood & Bettencourt: Week
6
White Paper on Education for
Sustaianbility
Farrell, p.59 - 71
Canestrari, & Marlowe Epilogue
Zuckergood & Bettencourt: Week
7 and Epilogue
Adams reading
Farrell, p. 72 – 80
Farrell, p. 81 - 97
Reflection Journal
Why Teach Essay
Principal Letter
ASSIGNMENTS
Video Analysis
Life Story
Reflection Journals
Summative Assessment
Letter from Principal
Why Teach Essay – Hard copy & electronic
submission
Professional Development Plan
PDP/ PDS –
COMPETENCIES AND
STANDARDS
ADDRESSED
NMSC: 1, 2. 3, 6, 7, 8
NMSC: 4, 8
Percent
Due Date
25%
10%
June 7
June 5
20%
5%
20%
May 21, June 12,19, 21
June 28
June 28
June 28
20%
Varied
NMSC: 9
N/A
June 28, 2012
NMSC: 1
N/A
100%
Varied
June 28, 2012
NMSC: 7,8, 9
PDP/PDS from Faculty
Graduate Packet (for acceptance into
College of Education)
On-going Journaling
Total:
REFLECTION JOURNALS
One of the essential characteristics of an effective teacher is reflective practice.
Throughout your program at WNMU-GGSC you will be asked to reflect on readings,
situations and learnings. This does not simply mean to summarize what you have seen,
read or experienced. A reflective practitioner takes it a step further, what does this mean
for you as an educator, and what will this mean for your teaching practice? A reflective
practitioner asks how his/ her context influences reflection and helps one to become a
professional educator. Therefore, reflection does not take place in a nice neat bubble but
explores the context of the situation. It is suggested that you maintain a journal
throughout your time in the program to help you track your successes and areas for
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Dr. Salazar
EDUC 505/ 507 – Summer 2012
improvement. It will also help you as you near the end of the program and begin your
action research project to focus on your area of interest. For this class you will write 3
reflections to be handed in. Your reflections will be based on the readings and should
show how those connect to both the course work as well as your own classroom. Your
reflections should be no more than two pages, double-spaced. Your reflections should
be a place where you play with your beliefs and values of education.
These will eventually lead to your “Why Teach?” essay. Use your reflections as a space
to examine the tensions and struggles in reconciling the possible conflicts within the
national discourse in education and your teaching experiences.
You will write about the first set of reflection questions about your teaching practice, the
first reading, and then choose which other 2 readings you will write about. Obviously you
cannot write about everything you read and do, so focus on your primary learnings or
burning concerns. Please end each reflection with a question you still have that you
would like to explore further. These questions will be used to stimulate discussions
during your group time during class. Even though you will not hand in a reflection on
each reading, you are required to come prepared for class discussions.
LIFE STORY
Telling our life story gets to the heart of who we are and to what is important to us. As a
method for understanding your identity as a teacher and connecting with classmates, in
this assignment you will visually represent aspects of your life story that addresses how
you see yourself and how you got to where you are today. Begin with birth, conclude
with this course, and be sure to include your cultural descriptions (race, class, ethnicity,
gender, religion, etc.), educational and other factors that affected who you are, what you
believe, and how you act, significant events that led you to where you are and most
memorable events.
VIDEO ANALYSIS AND LESSON PLAN
Digital video can be used as a powerful tool to document and analyze teaching. The
visual image captures the overall tone of the classroom environment and can reveal the
nuances in instructional techniques. Video-taping a lesson helps teachers discover how
their practice is perceived by others and is a useful tool for analyzing teaching skill and
competence.
This assignment meets the requirements of field supervision. You will design 3
consecutive lessons in one core subject you teach (literacy, math, social studies or
science) in early May. Two lesson plans can be written in the format teachers you use
for your school and one lesson plan will be written on the WNMU – G lesson plan
template, or use our template for all 3. You will digital video-tape yourself teaching one
of the lessons you designed on the WNMU template. You will then analyze the lesson
by talking about what you consider to be good teaching and what you observed about
yourself in your own teaching. To help you narrow in on what to look for in your
teaching, you will select one of the New Mexico Teacher Competencies and indicators
as criteria for the analysis of your teaching skill and competence. Most popular for this
assignment could be NMTC #1, Knowledge of the Content Area and Approved
Curriculum, NMTC # 2, Instructional Methods, or NMTC #6, Classroom Management.
Your analysis will be a 2-page paper and uses APA formatting. See Rubric for
guidelines.
SUMMATIVE ASSESSMENT
Please review the WNMU Conceptual Framework, Professional Competencies, topics,
and outcomes to determine if they were successfully experienced and accomplished.
Please explain in a short paper. Be sure to include the grade you believe you deserve in
the course and why.
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EDUC 505/ 507 – Summer 2012
PROFESSIONAL DEVELOPMENT PLAN/ PROFESSIONAL DISPOSITION SURVEY
(PDP/PDS)
The PDP/PDS is a formal document for both you and WNMU that is kept on file. As you
progress through the MAT program, you will be participating in experiential learning that
will help you articulate your thoughts and ideas as an educator. You will use these
experiences as the basis for completing the entire form and commenting on your
strengths, areas of growth, and action plans for improving your practice.
The PDP/PDS is a working document. What you write today reflects where you are in
your teaching career for Summer 2012, so keep a copy for your own files. In the
coming semesters, you will have several opportunities to revisit and refine your
comments and goals. Hence, the MAT program reflects your own learning process as an
educator. Furthermore, the PDP/PDS document is an important component for
the formal evaluation that will take place upon completion of your Alternative
Licensure or MAT program.
Scheduled Office Visit:
Bring a copy of your PDP/PDS COMPLETED--failure to do so will affect your grade. This
means filling in all of the boxes and with comments.
WHY TEACH ESSAY
Why do you want to be a teacher? What brings you into this profession and makes you
believe this is the career that is best suited for you? Really look at your rationale for
starting this career and what you will gain and share by being part of this profession.
Also review your reflections from this class and see how they influence what you believe
and how that shapes your teacher identity.
 APA Style
 At least 2 references
 See rubric for grading
ADMISSION PACKET
We will work on this together but it is your responsibility to complete all of the
components. If this is not completed by June 26, 2012 you will receive a D for the class.
ONGOING JOURNALING
Those students who are in the MAT elementary/ secondary program or in the
elementary/ secondary alternative licensure program must complete the on-going
journaling project. Remember it must be completed and submitted no later than one
week after the last class meeting. This must be submitted both electronically and paper
copy to Melinda Salazar at salazarm2@wnmu.edu or msalazar@unh.edu. See last
page of syllabus for specific questions that must be addressed in this journal.
EVALUATION/ ASSESSMENT/ GRADING CRITERIA
SCORING RUBRIC
4 Exceeds Expectations. The graduate student's skills are exceptionally strong and consistently
exceeds outcome expectations
 In-depth exploration of topic is based upon research, theory, and observation
 Materials are professionally presented using APA style when appropriate (proofread,
easily readable, and well-organized)
 Through course interactions and assignments, the graduate student consistently
demonstrates personal initiative (perseverance, critical reflection, inquiry, analysis, etc.)
 Routinely makes decisions and/or changes based upon data.
 Consistently establishes goals/goal setting with follow-through
 Employs the principles of best practice
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EDUC 505/ 507 – Summer 2012



Descriptions are well-organized, complete, clear, concise, and timely
All references to data sources are documented
Synthesis of experiences occurs and is expressed
3 Proficient. The graduate student's skills are strong; meets outcome expectations.
 Exploration of topic is based upon research, theory, and observation
 Materials are professionally presented; using APA style when appropriate (proofread,
easily readable, and well-organized)
 Through course interactions and assignments, graduate students may demonstrate
personal initiative (perseverance, critical reflection, inquiry, analysis, etc.)
 Generally makes decisions and/or changes based upon data
 Often establishes goals/goal setting with follow-through
 Employs the principles of best practice
 Descriptions are organized, complete, clear, and concise
 Most references to data sources are documented
2 Minimal Performance. The graduate student's skills are weak; does not meet all outcome
expectations.
 Exploration of topic is based upon opinion rather than research, theory, and best
practices
 Materials are presented without APA style, thorough proofreading, and/or organization
 Through course interactions and assignments, graduate student requires significant
guidance
 Often makes decisions and/or changes without regard for data
 Often establishes goals/goal setting without consistent follow-through
 Descriptions lack coherence
 Most references to data sources are not adequately documented
1 Needs Improvement. The graduate student's skills in this area are presently inadequate for
practice; inconsistent in meeting outcome expectations.
0 Unsatisfactory. Graduate student's performance reflects insufficient mastery; outcome
expectations are seldom met.
GRADING SCALE: A= 4 and 5, B=3, C=2 on the rubric. A= 91%. B=81%. C=71%.
REQUIRED READINGS:
Publication manual of the American Psychological Association (5th ed.). (2001).
Washington, DC: American Psychological Association.
Canestrari, A. & Marlowe, B. (Eds.). (2004). Educational foundations: An
anthology of critical readings. CA: Sage Publishing.
Farrell, T. (2004). Reflective practice in action: 80 Reflection breaks for busy
teachers. CA: Corwin.
Zuckergood, D. & Bettencourt, A. (2009). Teaching in the real world: Strategies
to survive and thrive. Columbus, Ohio: Pearson Publishing.
OPTIONAL READINGS:
Adams, M., Blumenfeld, W.J., Castaneda, R., Hackman, H.W., Peters, M.L., &
Zuniga, X. (Eds.). (2000). Readings for diversity and social justice: An
anthology on racism, anti-Semitism, sexism, heterosexism, ableism, and
classism. New York City: Routledge.
Other handouts as assigned.
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EDUC 505/ 507 – Summer 2012
INFORMED CONSENT:
Some students may choose to disclose personal information during class.
Therefore, it is important that all classmates agree not to discuss or write about
what other students have talked about in class.
APA STYLE:
Following APA Format: It is imperative that you are familiar with, and can successfully
demonstrate, APA format. This includes (a) being able to clearly express your ideas, (b)
using proper grammar, punctuation, spelling, capitalization, abbreviations, (c) using
appropriate headings and levels (if deemed appropriate in your paper), and (d)
appropriately citing materials in both text and in the reference list. Be aware that APA
has now published a 6th edition. If you are having difficulties with graduate level writing
requirements; please make an appointment to visit the WNMU-GGSC writing center.
LATE WORK
Your work is due on the date indicated on the syllabus. We deduct 2 points for
each business day that your paper is late. If you are absent when an assignment
is due, it is your responsibility to turn in the work the following business day. Do
not wait until the next class to turn in your work, as this will substantially
decrease your grade. In case of an emergency, you can either fax or e-mail your
assignment to the office (505-722-3195).
Each student is responsible for maintaining copies of all completed assignments.
Because humans and computers are not error-proof, we advise that you save
often when writing papers, and once completed, save one copy to disk and one
as a hard copy.
TARDIES AND ABSENTEES
Attendance Policy: We expect you to come to every class well prepared and
ready to participate in an informed manner. Because this class is largely
experiential, it is imperative that you attend each class session. This includes (a)
coming to class and (b) returning from breaks, on time. According to the WNMU
Attendance Policy (p. 63 of the 2009-2010 catalog), if you miss more than 3
hours of class (one session), you can be dropped from the course. Please visit
with us or call BEFOREHAND if you anticipate being absent from, or tardy to,
class.
INCOMPLETE POLICY:
WNMU’s policy statement begins: “The grade of ‘I’ is given for course work that
could not be completed due to circumstances beyond the student’s control…” (p.
69 of the 2009-2010 catalog). We interpret this to mean a serious illness or
accident, not poor planning. If a significant crisis prevents your timely completion
of the requirements of this course, please make an appointment with me. We
have included our work numbers and e-mail address for your convenience.
Once an Incomplete is given, it is your responsibility to complete the work
according to the parameters of the deadline (see university catalog). The
university computer automatically changes an “I” to a “F” when the deadline
passes.
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WNMU Policy on
Academic Integrity
Cheating
Plagiarism
Students with
Special Needs
WNMU
Communication
policy and
Student email
Accounts
You are expected to observe standards of honesty and integrity in academic work
completed at WNMU. In this course, you will be penalized for violations of the
Academic Integrity policy. Please refer to pages 60 and 61 of the 2009-2010Catalog.
Violations include any behavior that misrepresents or falsifies a student’s knowledge,
skills or ability with the goal of unjustified or illegitimate evaluation or gain. Such
violations include two broad categories: (1) cheating and (2) plagiarism, whether
intentional or not. Cheating is understood to mean unauthorized collaboration with
others, copying the work of another, or any action that presents the work of others to
misrepresent the student’s knowledge, skills, or ability. Plagiarism includes, but is not
limited to, the intentional or unintentional representation of another’s work as one’s
own without proper acknowledgement of the original author or creator of the work,
failure to quote and/or cite sources, providing or receiving unauthorized assistance in
the preparation of any academic work, the fabrication of sources or information, or
submitting the same work for more than one course/instructor without the permission
of the current course instructor. To proactively familiarize yourself with how to avoid
plagiarism, see http://www.plagiarism.org/learning_center/what_is_plagiarism.html
The consequence for all violations in this course is failure of the course.
Special Needs Students: Students with disabilities in need of accommodation should
register with the WNMU Special Needs Office (JUANCB 210, Ext. 6498) at the
beginning of the semester. With student permission, that office will notify instructors of
any special equipment or services a student requires. The registration packet is
available from the GGSC front office. Meanwhile, please talk with me. I will work with
you to be successful in the class and at WNMU.
WNMU is going “paperless” for official communication to students. WNMU’s policy
requires that all official communication to students (eg. Semester grades, financial
information, notifications regarding your billing account) be sent via Mustang Express.
As a result, all communication related to your enrollment at WNMU and class
communication – including changes in assignments and grades – will be sent to your
wnmu.edu student email address. This is accessed through Mustang Express on the
WNMU or GGSC home page. It is very important that you access your Mustang
Express e-mail periodically to check for correspondence from the University. If you
receive most of your email at a different address you can forward your email from
Mustang Express to your other address. Example: Martin Classmember was
assigned a WNMU email address of classmemberm12@wnmu.edu but Martin would
rather receive his emails at his home email address of martinclass@yahoo.com
Martin would follow the direction provided at
http://www.wnmu.edu/campusdocs/direction%20for%20forwarding%20email.htm
WNMU Policy on Email Passwords: WNMU requires that passwords for access to all
of the protected software, programs, and applications will be robust, including
complexity in the number of characters required, the combination of characters
required, and the frequency in which passwords are required to be changed.
Minimum complexity shall include:
* Passwords shall contain at least six (6) characters.
* Passwords shall contain at least one capital (upper case) letter, and at least
one symbol (numbers and characters such as @ # $ % & *).
* Passwords shall be changed at least every 90 days. (8/6/08)
Weather and
Unforeseen
Circumstances
The schedule and procedures in this course are subject to change in the event of
extenuating circumstances. If you think classes may be cancelled due to weather
conditions, call WNMU-GGSC at 505 722-3389 and listen to local radio stations, TV
channel 7 or 4, as well as check http://ggsc.wnmu.edu for a news update on the
home page. You might also check WebCT for a faculty news announcement.
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EDUC 505/ 507 – Summer 2012
Ongoing Journaling/ Reflections
MAT/ Alternative Licensure Elementary/ Secondary Programs
At the conclusion of this course in both the MAT and Alternative licensure
programs for Elementary and Secondary you must submit a response to the
questions below. Your responses will not be evaluated for a grade but is a
requirement for your program and each course. Your grades will not be released
to the Registrars office each semester until you have submitted your responses.
Please submit a hard copy to Melinda Salazar no more than one week after the
last meeting date of your course. At the same time submit an electronic copy to
msalazar@unh.edu. Please keep copies for your own records. We will revisit
these reflections at the beginning or your practice teaching / action research
component of your program to assist you in your culminating research and final
portfolio. The more detailed your responses, the better.
On-Going Journaling
Statement of learning:
Quotes:
Products:
Ideas:
Theorists:
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Dr. Salazar
EDUC 505/ 507 – Summer 2012
Why Teach Rubric
Criteria
Possible Points
Points
Earned
Student
Points Earned
Instructor
Attention to Detail
 Provides personal examples
 Clear personal answer to the
questions “Why Teach?”
8
Answers the Following
Questions:
 Why is this the correct
profession for me?
 Why am I entering this field?

What do I hope to gain both
personally and professionally
from this career choice?
7
Higher Order Processing:
 Makes connections across
content, theme…
 Depth of though and processing
7
APA Style
 Well-written,
 Edited,
 Any references in APA style,
 Completed rubric is attached.
3
TOTAL
25
Comments:
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EDUC 505/ 507 – Summer 2012
Lesson Plans For ______________________________________
Title:
Date:
Grade Level:
Timeframe:
Standards:
Objective:
Materials:
Lesson:
Teacher:
Student:
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EDUC 505/ 507 – Summer 2012
Assessment/ Evaluation:
Modifications/Reinforcement/ Enrichment:
Reflection:
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EDUC 505/ 507 – Summer 2012
Video Lesson Analysis
You will digital video-tape yourself teaching one of the lessons you designed on the WNMU
template for about 20 – 30 minutes. Review the tape. Analyze the lesson by talking about
what you consider to be good teaching and what you observed about yourself in your own
teaching. To help you narrow in on what to look for in your teaching, you will select one of
the New Mexico Teacher Competencies and indicators as criteria for the analysis of your
teaching skill and competence. Be sure your paper includes the following elements: a) brief
overview of intent and structure of lesson b) description of class (grade, setting, etc.);
c) what you saw that you felt good about in your teaching d) any new awarenesses you
gleaned or realizations that were confirmed e) any changes you might make as a result of
watching yourself teach. Your analysis will be a 2-page paper and uses APA formatting.
You will turn in a copy of the video (or alternate media used) itself along with your lesson
plans and reflection paper on the date identified on the syllabus.
Competency
Content/Theoretical
Knowledge
Unsatisfactory =0
Fails to address the
topic; limited or no
comprehension of
the content; may be
incomplete or
incorrect
Marginal = 1
Content is
acceptable and
mostly reflective
but lacking in
depth
Satisfactory = 2
Content is
reflective with
depth and breadth
and makes some
connections from
theory to practice
Application of
Content
Little or no
application of the
content to specific
situations
Provides some
application of the
content to specific
situations
Provides a
relevant
application of the
content to specific
situations or
settings
Competency
Organization
Unsatisfactory = 0
Response is
disorganized, is not
integrated, illogical or
has no transitions;
does not provide a
summary
Marginal = .5
Response is
somewhat
organized but may
wander or be
repetitive; may not
have an
introduction or
summary
Satisfactory = 1
Response is
organized, has an
introduction, uses
transitions, shows
a synthesis of
ideas leading to
conclusions/
summary
Writing Quality
(APA)
Inappropriate
language or
vocabulary; writing is
convoluted,
awkward, or
repetitive with
numerous
grammatical and/or
spelling errors
Writing is
generally clear,
but meaning is
sometimes
hidden; frequent
grammatical or
spelling errors
Writing is
acceptable with
minimal errors in
grammar, spelling
and punctuation
Exceptional = 3.5
Content is
comprehensive
and reveals
theoretical
knowledge and
treatment of
various
perspectives on
the subject
Provides various
relevant modes of
application of the
content to specific
situations or
settings
Exceptional = 1.5
Response is
clearly organized;
has a succinct
introduction; an
integrated
discussion and
synthesis of ideas,
clear transitions
between sections,
and an insightful
summary
Writing is crisp,
clear and succinct
with proper
grammar, syntax,
and spelling
9-10: exceptional (A)
6-8: satisfactory (B)
5: minimal (C)
4 or below: not passing
15
Dr. Salazar
EDUC 505/ 507 – Summer 2012
Reflective Reading Response Rubric
Total Points: 5
Criteria
Possible Points
Comments
Reveals a connection to teaching practice
by answering the following questions:

(WHAT?) What am I learning?
What are the ideas/what is
1
the author saying?

(SO WHAT?) How do
readings, classroom
activities, and real-life
1
experiences support (or not)
my experience?

(NOW WHAT?) What does
this mean for me as an
educator, and what will this
2
mean for my teaching
practice?
Format and Organization
1
APA Style
•
Well-written,
•
Edited,
•
Any references in APA
style
16
Dr. Salazar
EDUC 505/ 507 – Summer 2012