Field Based I and II

New Mexico Highlands University

Welcome to the New Mexico Highlands University School of Education. Highlands has a long tradition of Teacher Education. Founded as a Normal School for teacher training in 1893, Highlands has a variety of undergraduate and graduate programs that lead to licensure in Teacher Education, Counseling, Educational Leadership, as well as a large array of school-related and other programs.

In order for your program to be a rewarding one, it is important that you be aware of the expectations in the School of Education and in the field based experiences which comprise the student teaching experience through observation and gradual increased responsibility in a selected classroom. The purpose of this manual is to outline the philosophy and expectations of school-based experiences. In addition to this manual, faculty and advisors in the School of Education will be able to provide you with additional information.

The School of Education requires three field based experiences. Field Based 1, which requires 28 hours of observation in a variety of classrooms, helps you to examine education from the other side of the desk – that of the teacher. You may be asked to assist with small groups, grade papers, develop bulletin boards, etc. Field Based 2 is an extension of Field Based 1. You will observe a total of 42 hours, focusing on curricular, management and pedagogical issues in your area. You will observe and do some preliminary teaching. Field Based 3, also known as Student Teaching, is a full-time commitment to a single classroom in which you will gradually assume the duties of a teacher under the supervision of a master Cooperating Teacher and University Supervisor. This series of classes is designed to increase your participation in the classroom, while learning the everyday ins and outs of teaching. More details are provided below under Field Based Experiences.

The School of Education has a conceptual foundation that guides our programs. This is called the STURDY model, Student-Centered Teaching for Understanding with Reflection and Diversity for Youth. We believe that our programs should be student-centered with an ever-watchful eye on the children whom you will teach.

New Mexico Highlands UniversitySchool of Education

“STURDY’ model( Student centered Teaching for Understanding, with Reflection and Diversity for Youth)

*This model is the foundation for the “Conceptual Framework” of the NMHU School of Education

The STURDY Model

Student centeredThe concept of “Student centered” is based on the NMHU School of Education belief that

our Students should be at the very center of our focus.

Teaching for UnderstandingTeaching for Understanding, the next philosophical component of the STURDY model.

Means taking the student as he/she arrives in our classroom and building on knowledge skills and experience to reach the desired understanding.

Teaching for Understanding has been expanded to include the notion of backwards curriculum development. It is necessary to identify the desired outcomes before developing a curriculum (and , in our case, a syllabus for a course). We ask ourselves, “What evidence would demonstrate that the student has achieved the desired outcome?” Given that information, the instructor develops a series of lessons, activities and learning experiences information, the instructor develops a series of lessons, activities and learning experiences to reach that goal (Wiggins & McTighe).

Wiggins & McTighe also describe a series of “Indicators of understanding”. A student who has achieved true understanding can explain, predict, apply or adapt, justify, critique, judge, make connections, and avoid common misconceptions.

Key questions suggested by Wiggins & McTighe to probe for understanding include: What are the causes or reasons? From whose point of view? What is the significance?

These components apply equally to the core, content, and professional areas. Utilizing student experiences as a basis for new learning, backwards curriculum development and development of higher level of thinking skills can be achieved in any subject area.

Teaching for ReflectionReflective teaching assumes an active role for the instructor, that of a reflective

practitioner (Zeichner & Liston, 1987). The reflective teacher focuses not only on content, but on the interaction of the learner with that content, on the teaching environment and classroom culture, the teacher’s own behavior and the students’ reactions to it, and the class in the larger context of school, community, etc. The ultimate goal is continual renewal of the teaching practice (Buchmann, 1989).

Teaching for DiversityThe faculty of the Teacher Education Program at NMHU recognize that in order to

prepare pre-service and in-service teachers for successful and effective instruction in our nation’s public schools, the issue of equity in education should be addressed. A well-prepared teacher should be able to deliver quality instruction in any setting. Preparation for quality instruction begins with culturally responsive teaching through a comprehensive approach rather than a particular method to be added to other techniques (Larkin & Sleeter, 1995). Diversity in any setting needs to be analyzed in depth and evaluated with reference to benefits to be derived from its existence.

The faculty also extends the traditional definition of “Culture” to a broader scope to include any of a great number of characteristics in an individual, which may result in bias form others, Such characteristics include but are not limited to: race, ethnicity, religion, gender, language, diversity of thought and perspective etc. The ultimate goal of education for diversity is

to provide equity among students through the practice of presenting and giving voice to diverse perspectives in the classroom (Banks).for Youth

At the front end of our model we have our university students. The closing (or bottom line) should be the children we are preparing teachers to work with, therefore the Youth in our school systems.

School of Education Requirements

In order to graduate with a major or minor in the School of Education, you must complete both the University Core and the Extended Core to meet the requirements of the New Mexico Public Education Department. For requirements of the Core, you should consult the university catalog for the year in which you entered the University. Extended Core requirements follow. Please note that the Extended Core includes the University Core. Successful completion of the Extended Core will also meet the University Core requirements:

4 History classes including History 100 Western World, a U.S. History class and two electives

4 English classes including English 111, English 112, 1 literature plus 1 English elective. Three credits of literature may be a literature class in another language.

Math Classes depending on program:o Elementary: Math 115, 130, 140o ECME, Secondary & Special Ed: Math 120 & Math 140

3 Science classes from at least 2 different disciplines. These should be chosen from the list provided in the NMHU catalog.

2 Social Science classes from 2 different disciplines. These should be chosen from the list provided in the NMHU catalog.

2 Fine Arts classes from 2 different disciplines. These should be chosen from the list provided in the NMHU catalog.

In addition, for the University Core, you must also complete the University proficiency courses in language and computers. This requirement is waived if you hold an AA that has been accepted by NMHU.

In addition, for the University Core, you must also complete 2 credits of Physical Education and MasCom 124 Speech. This requirement is waived if you hold an AA that has been accepted by NMHU.

You are further required to have 51 upper division credits in order to graduate.

Licensure students who are not pursuing an undergraduate degree need not be concerned with the above Core and Extended Core requirements.

For additional information, please see the NMHU undergraduate catalog, available online

at www.nmhu.edu or the New Mexico Public Education Department

website at www.ped.state.nm.us. Field Based Experiences

The Field Based program at New Mexico Highlands University recognizes the importance of school experiences in our Teacher Education program. For this reason, you will participate in a total of three field experiences.

The School of Education engages in close collaboration with the local schools in the preparation of teachers. The schools open their doors to our students and share their classrooms with our future teachers. We value this collaboration and have, therefore, established some basic expectations for all field based students:

1. You are a guest in the school. If, for any reason, the school asks you to leave, please do so immediately and contact your field based instructor. There are many reasons that students are asked to leave the school, some of which are negative and some of which have nothing to do with the field based student. Regardless of the reason, please be polite and professional in your behavior.

2. Field based students in the schools must be professional in their demeanor. This includes all interactions with administration, faculty and staff and includes but is not limited to the following areas:

a. Written and oral communication should always be polite.b. Dress should follow the school dress code for teachers.c. Other expectations for teachers should be followed. This may include

eating in the classroom, participation in teacher activities on the playground, on field trips, etc.

d. Confidentiality must always be maintained.e. School expectations with regard to disciplining children must always be

followed.f. Field based participants should be professional in all cases.

3. All students participating in Field Based 1, 2 or 3 are required to be fingerprinted and obtain a background check. Please work with the Human Resources Department of the school district of your choice in order to meet this requirement.

A white board has been set up to communicate with Field Based students. Information regarding deadlines, changes in policy, and other general information can be found in the

white board located immediately outside TEC 115. Please communicate with the Center Director regarding information from the School of Education.

Field Based 1

Field Based 1 is a preliminary experience where you will have the opportunity to participate in a variety of school activities. You will complete a total of 28 hours of observation and write 14 one-page journals. Observations must include both Regular and Special Education and address all levels:

Early Childhood EducationElementary SchoolMiddle SchoolHigh School

Other types of observations that you may also find beneficial include:

School Board meetingsA high school gameAn after-school programClub meetingsEtc.

Field Based 1 is designed to give you breadth of experience. You should be seeing the greatest variety of classes and programs in order to understand the articulation from grade to grade and subject to subject and to allow you to identify the area in which you will ultimately work.

You Field Based 1 instructor will provide you with preliminary questions to guide your observations. These will likely include:

1. What aspect of your observation made the greatest impression on you?2. How did the teacher prepare for the lesson?3. How was the physical environment arranged to promote learning?4. How was time used to promote learning?5. How did student behave? How did the teacher respond?6. How did the teacher use verbal and non-verbal signals to communicate with

students?7. What types of instructional materials were available to the teacher? How were

they used?8. What types of questions were asked by the teacher? 9. What instructional strategies were used by the teacher? 10. How did the teacher evaluate student progress during the lesson and after the

lesson?11. How did the teacher structure the lesson?

12. What strategies did the teacher use to motivate students?13. How did the teacher monitor student learning?14. When you participated in individualized or group instruction:

a. What skills did you use to teach the concept?b. What knowledge/skills would have helped you to be more effective?c. If you assisted another student/group with a similar task, how would you

change your behavior to be more effective?d. What advance planning would you do to be more effective?e. What did you learn from this activity?

15. What instructional technology was used in the classroom?16. In what managerial tasks does the teacher engage? How did the teacher organize

these tasks to be efficient?

Upon completion of Field Based 1, you should have a better understanding of the “what” and “when” questions about teaching:

1. What are the roles of teachers?2. What are the expectations of teachers?3. What is the content that must be taught?4. When should that content be taught? In what sequence?5. What are some teaching methods and strategies?6. What are some issues in P-12 education?

and much, much more.

During this semester, you should also complete the forms for admission into Teacher Education. These include the TEP (Teacher Education Program) form, the Disclosure Statement, Major and/or Minor forms or licensure forms. You can find these forms on the Highlands website, online documents under Education. You will also be asked to provide transcripts (unofficial are ok) from all universities you have attended. These documents must be provided directly to the School of Education. Due to the Family Privacy Act, the Registrar’s is not able to send us copies of transcripts that you have submitted to them.

Finally, you should take your NMTA Basic Skills exam. This test includes Reading, Writing and Math portions. You must pass this exam in order to be admitted to the School of Education. Students who have postponed taking this exam until the semester before student teaching have sometimes found themselves “sitting out” a semester before student teaching because they did not pass. It is critical that you take this exam early, before Field Based 2.

Most Field Based students are very successful in the school setting. If, for any reason, your instructor has indicated that there are difficulties at this level, you should take

his/her recommendations seriously. Teaching in the schools is important work and the School of Education screens all candidates for admission into Student Teaching.

Upon completion of Field Based 1, students should see an advisor in Education. This will ensure that you are taking the required coursework.

The following staff will help you in contacting an advisor:

School of Education Victoria D. de Sánchez Teacher Education Center (STEC)(505) 454-3381 or 454-3382 Toll Free: (877) 462-7575(505) 454-3384 (fax)

Mary Martin, Admin Asst (505) 454-3357 mfmartin@nmhu.edu STEC 114AMonica Martínez, Staff Secy (505) 454-3381 msmartinez@nmhu.edu STEC 114Rita Sánchez, Dept. Secy (505) 454-3382 rlsanchez@nmhu.edu STEC 114

Field Based 2

Field Based 2 is an important step in your pre-teaching program. You will be required to complete 42 hours of observation and participation and write 14 reflective journal entries, two pages each. Observations at this level should be limited to one or two teachers at the level/area in which you plan to teach. Many students find it especially meaningful to

complete Field Based 2 immediately prior to Field Based 3. This often allows them to do Student Teaching in the same classroom and with the same students with whom they completed their Field Based 2, creating an ideal transition.

Requirements in Field Based 2 include:

1. 42 hours of observation and participation. Students will often work with small groups and individual students, participate in reading activities, morning opening activities, grading papers, etc.

2. 14 two-page journals3. 3 lesson plans written in the format specified by the field-based instructor and

written in collaboration with the Cooperating Teacher4. implementation of those 3 lessons, with feedback from the Cooperating Teacher

to be submitted to the Field Based 2 instructor

Questions that you will be asking yourself will include the “what” and “when” questions from Field Based 1 with some additional “how” and “why” questions:

1. Why do students learn the way they do?2. How can teachers use what they know about the development of children to instruct

them best?3. What methods and strategies can teachers use to best instruct children?4. How can teachers meet the needs of all children in their classroom?5. What is the relationship between classroom management and effective teaching?6. How can teachers best use textbooks and other required materials along with

supplemental materials to improve student learning?7. How can teachers help students be successful on standardized tests?8. How can a teacher use reflection to improve instruction?9. How does a teacher develop a supportive classroom and strong teacher-student

relationships?

And so on…

As in Field Based 1, most students achieve great success in the Field Based 2 setting. Your Field Based instructor will communicate with the schools and with you about your field based work. Please take all recommendations seriously and strive to be the teacher that the Youth of the STURDY model need.

Upon completion of Field Based 2, students should see their advisor in Education and go to the Registrar’s for a grad check. This will ensure that you are taking the required coursework. Please note that Student Teachers may only take one additional course outside of the Student Teaching block during the Field Based 3 semester. This course must not interfere with student teaching responsibilities. Please plan accordingly.

Field Based 3

Field Based 3 is Student Teaching. It requires a full-time commitment. It entails gradually assuming full responsibility for classroom instruction. In short, you will be the teacher. Admission into Field Based 3 requires completion of an application as well as a variety of other requirements. These include a passing score on the Basic Skills section of the NMTA, a minimum GPA of 2.5, three letters of recommendation, and a statement of purpose. Field Based 3 should be taken at the end of your undergraduate degree program or, if you are a licensure student, upon completion of the full educational licensure program. When you believe that you are ready for Student Teaching, you should:

1. Go to the Registrar’s for a grad check. They will check to see if you have completed all coursework.

2. Meet with your advisor at the School of Education to confirm your readiness to enter Student Teaching.

3. Attend the Student Teaching Applicant meeting, held in early October and early March each year. These meetings will provide you with much-needed information on the process as well as preliminary information on student teaching.

4. Contact the Field Based Coordinator with any questions or issues you may have. Contacts for questions on student teaching are:

Main campus and overall: Dr. Merryl Kravitz 454-3514 m_kravitz@nmhu.eduFarmington: Daniel Jones (575) 566-3655Río Rancho: Dr. Joan Gallini (505) 891-6936Santa Fe: Debbie Fleming (505) 428-1445

5. Complete the online application.

a. Go to www.nmhu.edu. b. Click on About NMHUc. Scroll down to Online Documentsd. Source: Educatione. Set the page display to 100f. Select Displayg. Scroll down to the Student Teaching Application and click View Word

Document to look at the application. You should also pick up a copy of the Student Teaching Manual in that same area.

6. Meet with your advisor to review and sign your application.7. Prepare for Student Teaching by:

a. Preparing financially. Student Teaching is a full-time responsibility. Outside work is discouraged and only work that does not interfere with student teaching responsibilities will be permitted. You may want to include a trip to the Financial Aid Office to discuss financial aid including forgivable loans.

b. Clearing your schedule for Student Teaching. You will be required to be at school from approximately 7:45 a.m. until 3:30 p.m. or later.

c. Planning your schedule for required classes (Knowledge of the Profession and/or Classroom Management). Requirements for Early Childhood Multicultural Education and Elementary Education teachers include Knowledge of the Profession. Because of the nature of today’s students, Classroom Management is highly encouraged. Special Education students are required to take Classroom Management. Knowledge of the Profession is highly recommended because this class supports portfolio development and provides much-needed information about licensure and other teaching issues. Secondary Education students are required to take both Knowledge of the Profession and Classroom Management.

Knowledge of Profession Classroom ManagementEarly Childhood xElementary xSecondary x X GNED 455/555Special Ed X SPED 455/555

d. Attending student teaching orientation

The Field Based office will begin review of applications for Student Teaching immediately after the due date. Incomplete applications will delay your acceptance into student teaching. Please be sure that your application is complete. A complete application must include:

1. A list of all Core classes completed for all undergraduates. This is an area in which creativity does not count. Please write in only courses that meet the requirements. Licensure students may write the word “licensure” across the Core Requirements page. All courses must be listed in the appropriate place.

2. A list of all Education courses completed. Again, no brownie points for creativity. Courses must meet requirements or be supported by a course substitution form. All courses must be listed in the appropriate place.

3. A copy of your major and minor forms, including for majors and minors outside of the School of Education.

4. A copy of all of your transcripts. These may be unofficial transcripts. However, you must include transcripts from all institutions attended, even if the coursework is reflected on the Highlands transcript. That is because grades do not show up on the NMHU transcript.

5. A statement regarding your intention to teach.

6. Three letters of recommendation. A form is provided. These recommendations should include two faculty from the School of Education. The third letter may come from faculty outside of the School of Education or from school personnel.

Your application will be reviewed by:1. The secretary for Student Teaching2. Faculty from your program3. The Coordinator of Field Experiences.

You will receive a letter indicating the status of your application. Please be sure that your correct address and e-mail address are reflected on the application. The Student Teaching Office will use those addresses for all communication. If you are out of town during the break before Student Teaching, check your mail/e-mail regularly.

Some tips on your student teaching application:

1. Be proactive. A complete file will sail through and you will be accepted quickly.2. Be neat. Treat this like a job application. All paperwork should be typed, clean

and neat.3. Communicate with the Student Teaching Office. Good communication will

improve your chances for quick acceptance and accurate placement. You can call us at 454-3382 or you can e-mail us at

studentteaching@nmhu.edu4. Read all written communication carefully and follow instructions for items that

need to be submitted.5. Stay in touch with the school at which you would like to student teach. Changes

in personnel occur occasionally between semesters and frequently in the summer. This could affect your placement.

For additional information regarding Student Teaching, please consult the Student Teaching manual.

The Rewards of Teaching

Teaching is much more than a job. It is a career, one you will likely hold over a period of 25 years. The rewards of teaching are numerous. You will see children grow, physically, intellectually, and emotionally. You will see their creativity blossom. They will see you as a teacher, a mentor, a role model, and sometimes even a surrogate parent. You will be important in your students’ lives.

The School of Education urges you to continue to grow over your 25-year career. We have a variety of programs to support your growth. Whether you seek an endorsement in Bilingual Education or English as a Second Language, or a master’s degree in programs such as Counseling, Curriculum and Instruction, Exercise Science and Sport, Educational Leadership and Special Education, we want to be a resource for your teaching career. Please feel free to contact us at any time: 454-3381 or 454-3382.