Final Handbook Copy of Secondary Education Guidelines, Study Guides, Projects, Research of Teaching method

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“Education is the most powerful weapon which you can use to change the world” Nelson Mandela 1

TEACHER CANDIDATE HANDBOOK

SECONDARY EDUCATION GRADUATE AND UNDERGRADUATE

PROGRAM

Department of Teacher Education, Educational Leadership, and Policy

MSC05 3040

Hokona Hall – Zuni, Room 126

Albuquerque, NM 87131

Telephone (505) 277-

Fax (505) 277-

Email: TEELP@unm.edu

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Welcome Letter

Dear Cooperating Teachers and Teacher Candidates, Welcome to an exciting year of student teaching. Cooperating Teachers, thank you for your dedication to future educators. The Secondary Education faculty realize that your mentorship is invaluable and that collaboration with you is essential. We hope you see your role as that of teacher educator and valued colleague. Teacher Candidates, teaching is a complex, challenging, and rewarding profession. Learning to teach will require significant energy, time, and commitment. In the fall semester, Teacher Candidates will need to balance university coursework and spending time in the Cooperating Teachers’ classroom. Although academic course load should be reduced in the spring, it will likely be the most demanding semester of college. The Secondary Education Faculty are here to support you in this important transition to the teaching profession. Your experience in a working classroom and the mentoring you receive from a team of teacher educators will prepare you to be a competent, caring, and reflective practitioner. Student teaching is an apprenticeship that straddles two places to learn a working classroom and the university. Our goal is to weave together the kinds of learning that occur at both locations. Instruction at the university is designed to complement the learning that occurs in the field under the guidance of an experienced Cooperating Teacher. Like an apprentice, Teacher Candidates gradually become more involved in a classroom over the course of the year. In the fall, Teacher Candidates develop basic skills needed for the more demanding spring semester. During the fall semester student teachers will attend a minimum of two class periods or one block each week in the Cooperating Teacher’s classroom. After a period of orientation to the classroom, Teacher Candidates gain experience, observe, assist, and co-teach. They also deliver their first solo lessons. This is a time of rich learning for novices, especially as they engage with their mentors in vital discussions about teaching and learning, as well as the practical side of running a classroom. Beginning in January, Teacher Candidates will be present at the host school full time and assume greater responsibilities. During the spring semester, student teachers with the support of the Cooperating Teacher, take over planning and instruction for a significant portion of Cooperating Teacher’s course load. By the end of the year, successful candidates will have met the requirements for licensure as New Mexico secondary teachers and will be equipped to assume full responsibility for their own classrooms. Sincerely; Secondary Education Faculty 4

Contact Information

The Secondary Education Program is a large program with many different members available to support you as you make your way through this two-semester journey. Questions/Concerns in the Classroom Flow chart Questions/Concerns from the Field Flow chart

College of Education & Human Sciences (COEHS)Conceptual Framework

5 Dr. Cheryl Torrez Department Chair TEELP catorrez@unm.edu Secondary Education Graduate Licensure Dr. Marjori Krebs mkrebs@unm.edu Secondary Education Program Coordinator Ms. Sherry Jones MS seced@unm.edu University Supervisors TBA beginning of semester Graduate Students Dr. Marjori Krebs mkrebs@unm.edu Undergraduates Ms. Sherry Jones MS seced@unm.edu University Supervisors Ms. Sherry Jones MS seced@unm.edu Field Services fsp@unm.edu

How one’s own background and development shape understanding and interaction.

• Content of the Disciplines o The substance of the discipline’s educators teaches—the central organizing concepts and information—and the ways in which new knowledge is created, including the forms of creative investigation that characterize the work of scholars and artists.
• Pedagogy o Theory and research on effective educational practices. How to create contexts for learning in and across the disciplines. How to assess student learning and design, plan, and implement instruction to meet the needs of learners. How to evaluate educational practice.
• Technology o Effects of media and technology on knowledge, communication, and society. How to critically analyze and raise awareness of the impact of media and technology. How to use current technology.
• Professional Issues o The social and political influences on education, both historically and currently. Local, state, and national policies, including requirements and standards. How to critically analyze and participate in the formation of educational policy. Strategies for leadership, collaboration, and research.
• Nature of Knowledge o How knowledge is constructed within social contexts, including the academic disciplines. The differences and connections among the knowledge constructed in different social contexts. How to conduct inquiry into the nature of knowledge within and across the disciplines. II. PRACTICES : The above listed Understandings enable pre-service teachers, as professionals, to value and engage in PRACTICES that embody the following qualities:
• Learner-Centered o Students’ past experiences, cultural backgrounds, interests, capabilities, and understandings are accommodated in learning experiences. Routines promote learner risk-taking and allow learners to take increasing control of their own learning and functioning.
• Contextual 7

o Experiences engage learners in ways of thinking, doing, talking, writing, reading, etc., that are indicative of the discipline(s) and/or authentic social contexts. Ideas and practices are presented with the richness of their contextual cues and information. Learners are provided with models and opportunities to reflect on their experiences and to relate their learning to other social contexts.

• Coherent o Learning experiences are organized around the development of concepts and strategies that learners need in order to participate in other similar situations. Learners are assessed on what they had the opportunity to learn.
• Culturally Responsive o Diversity is valued, and learners are helped to become aware of the impact of culture on how they and others perceive the world.
• Technologically Responsive o Available technology facilitates learning. Learners are helped to understand the effect of media on their perceptions and communication. III. PROFESSIONAL IDENTITY : Developing a PROFESSIONAL IDENTITY is central to lifelong growth as a professional educator. COEHS will help a Teacher Candidate develop the following attributes of a professional.
• Caring o Attentive to learners, willingness to listen and withhold judgment, and ability to empathize while maintaining high expectations for learner success.
• Advocacy o Committed to ensuring equitable treatment and nurturing environments for all learners.
• Inquisitiveness o Habitually inquisitive of the many, ever-changing ways in which knowledge is constructed, how people learn, and how educators can support learning.
• Reflection-in-Action o Competent in analyzing, assessing, and revising practice in light of student learning, research and theory, and collegial feedback.
• Communication 8

Standard 8: Instructional Strategies—The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. Standard 9: Professional Learning and Ethical Practice—The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. Standard 10: Leadership and Collaboration—The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. For more information refer to: InTasc: Model Core Teaching Standards and Learning Progressions for Teachers 10

Secondary Education Graduate and Undergraduate Program Requirements

for NMPED Licensure

Undergraduate Professional Education Required Courses

Fall Semester

Course Number Course Description EDUC 362 Teaching Experience I:^ An early experience working in the schools to develop familiarity with students and the school culture. Seminar with six hours of field work weekly. EDUC 450 Issues in Secondary Education:^ An exploration of issues that face secondary school teachers, including classroom management, school, and community, learning needs of adolescent learners, and planning for diverse groups. *EDUC *438* Teaching Reading and Writing in the Content Field :^ Course explores issues of literacy development (i.e., reading, writing, listening, and speaking) across core content areas of school curriculum. Required in secondary teacher education for all content specialization areas. SPCD 489 Teaching^ Exceptional^ Students^ in General Education^ This course is specifically designed for general education majors with no minor in special education. It provides information about student characteristics, legal issues, resources, parent partnerships, and appropriate modifications in curriculum, instruction, and behavioral supports. Concentration Area Teaching Methods courses. Teacher Candidate picks the one in their area LLSS 432 Teaching of Social Studies:^ This course is part of the professional education sequence for undergraduate students seeking certification to teach secondary social studies. The purpose of this course is to provide pre-service teachers with resources and methods for effectively teaching social studies curricula. We will investigate processes of constructing knowledge in the disciplines of history and the social sciences as they are embedded in the secondary social studies curriculum. LLSS 436 Teaching of English:^ This course is designed to support students in reflecting on and expanding understandings of the field of English language arts. Students engage in instructional planning and assessment that is culturally relevant and student-centered. It will also address critical issues and trends in the field of ELA education, including digital learning, critical use of young adult literature, and multimodal and multimedia reading and composing. *LLSS *480* Second Language Pedagogy : This course prepares students to teach Modern, Classical, and Native languages in accordance with state and national foreign language teaching standards. Through assignments and readings, students will develop an understanding of second language acquisition. *MSET *429* Teaching of Secondary Mathematics:^ The methods, processes, content, context, assessment, and management of teaching and learning for the secondary Mathematics classroom. MSET 431 Teaching of Secondary Sciences: The methods, processes, content, assessment and management of inquiry-based learning for the secondary science 11

*LLSS *480* Second Language Pedagogy : This course prepares Teacher Candidates to teach Modern, Classical, and Native languages in accordance with state and national foreign language teaching standards. Through assignments and readings, Teacher Candidates will develop an understanding of second language acquisition. *MSET *429* Teaching of Secondary Education Mathematics:^ The methods, processes, content, context, assessment, and management of teaching and learning for the secondary Mathematics classroom. hours MSET 530 Seminar in Teaching Science:^ This course addresses current and historical issues in science teaching and learning. Course topics may vary and are grounded in relevant research, current practice, learning theories, supervision, standards in teaching and cognition. Spring Semester Course Number Course Description EDUC 595 Advanced Field Experiences :^ Planned and supervised advanced professional laboratory or field experiences in agency or institutional settings. May be taken for Graduate Credit For Advisement, please see your Academic advisor at The Center for Student Success Secondary Education PRAXIS Required for Licensure Teacher Candidates Must Pass a content test in area of content  English Language Arts: Content Knowledge (5038),  Social Science: Content Knowledge (5081),  Mathematics: Content Knowledge (5161) or (5165)  General Science: Content Knowledge (5435),  French: World Languages (5174),  German: World Languages (5183),  Spanish: World Languages (5195) P. Passing Scores Provided to UNM before beginning the Final Semester of Full Time Student Teaching: Final Licensure Test for New Mexico 7-12 License: PRAXIS : All Teacher Candidates Must Pass

• Principles of Learning & Teaching: Grades 7-12 (5624) LICENSURE TESTING REQUIREMENTS Free preparation support for PRAXIS is available online and through the College of Education & Human Sciences (COEHS) To Register for Tests or for More Information Visit:  PRAXIS: www.ets.org/praxis/nm/requirements/  Information on the PRAXIS Fee Waiver: https://www.ets.org/praxis/about/fees/fee_waivers Test Preparation Support  UNM College of Education & Human Sciences  Khan Academy: https://www.ets.org/praxis/prepare/khan/ (Free access) 13

 Study.com (Payment required) For Praxis questions Please see your Academic advisor at The Center for Student Success

Teacher Candidate Placement Information

The Field Services Center in the Center for Student Success for the College of Education & Human Sciences works with program faculty and school personnel in order to support the placement of student teachers in the classroom. Students who have been approved by their respective program to begin student teaching in the field must register at the Field Services Portal, http://fsp.unm.edu. The Field Services Center will work with each student as well as with College of Education & Human Sciences faculty and district and school personnel to ensure an appropriate field experience is coordinated. Refer to Teacher Preparation Programs Field Experiences Handbook for detailed Placement information, procedures, and policies.

Secondary Education Student Teaching Program

The University of New Mexico’s Secondary Education Student Teaching Program is an integral component of our educator preparation program. TCs participate in sequential semesters, pre- service fall semester and student teaching spring semester. The student teaching experience provides productive and structured learning opportunities that allow TCs to identify, observe, and study strategies and techniques relevant to their area of concentration. Moreover, TCs should participate in planning and evaluation of learning experiences while being immersed in 7-12th grade school environments. This field experience is an opportunity for TCs to observe and participate in diverse educational settings, become reflective practitioners, and to apply the theories and concepts learned in program course work to a full assumption teaching role. This experience offers the TC a unique opportunity for introspection, personal change, and professional growth, by observing qualified, passionate master teachers. Student Teaching Pathways

Traditional Pathway:

TCs work with a CT at the assigned school every week, observing, assisting and teaching in either two class periods or one block of the CT’s classes. If the assigned class meets daily, the TC will be present for the same class every day. If the school is on a block schedule, the TC will follow one block throughout the week. In addition, TCs will schedule enough time to meet regularly with the CT outside of class time to discuss various aspects of the field experience and to receive feedback.

District Partner Teaching Residencies (DTPR)

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• Discuss your philosophy of education and how it translates into your practice.
• Schedule a time to meet regularly with the TC outside of class meeting times.
• Provide opportunities for the TC to observe other teachers in other subject areas and grade levels.
• Support the TC in following the Gradual Assumption of Responsibility as appropriate to your school site and classroom.
• Assist TC to schedule time in the classroom either two periods or one block each time the class meets. In addition, the TC should build in a minimum 30 minutes weekly for collaboration and feedback.
• Assist TC to observe the CT and other teachers.
• Allow TC to assume increasing responsibility for on-going classroom routines and procedures.
• Review the curriculum being implemented in the classroom with the TC. Co-plan lessons and assessments with the TC.
• Mentor TC to implement some of the CT’s lesson plans and/or co-teach with the CT.
• Collaborate with the TC in planning and teaching.
• Provide regular constructive feedback. Complete and submit the ELEVATE NM rubrics evaluating the TC’s performance. University Supervisor Responsibilities: The US is the first point of contact for the CT when a question or problem arises.
• Visit CTs to establish working relationships
• Work with CTs to develop shared expectations between the CT and the university.
• Collaborate with the CT in giving feedback, and model, when necessary, ways to give feedback that support learning.
• Consult with UNM faculty and review TCs’ academic work to inform their work with CTs.
• Support the CT in learning and using the assessment system of the program.
• Communicate regularly with UNM faculty in the Secondary Education Teacher Licensure Program and attend Secondary Education Faculty Meetings.
• Serve as a resource for the ST by answering questions, providing advice, or simply listening and empathizing.
• Consult with the CTs as needed, in fulfilling their responsibilities, such as collecting observation reports from the CTs, clarifying policies and procedures, communicating course assignments, etc.
• Observe the TC in the field and provide feedback, on a regular basis; and
• Participate in interventions when the ST is having trouble meeting responsibilities.
• The US is responsible for communicating information concerning the TC’s performance by submitting COEHS (Elevate NM) rubrics to TK20. 16

Secondary Education Assessment Plan

Teacher Candidate Fall TK 20 Key Assessments Methods Courses: LLSS 432, LLSS 436, LLSS *480, MSET *429,LLSS 0r MSET 530 Assessment Person Responsible Due Date COEHS Lesson Plan TC submits to Instructor grade in TK End of Semester EDUC 450/ Assessment Person Responsible Due Date COEHS Dispositions TC self-assessment submitted twice to TK Midterm Semester I End of Semester I EDUC 362 Assessment Person Responsible Due Date COEHS Dispositions Elevate NM CT submits to TK20 October 31 COEHS Dispositions Elevate NM US submits to TK20 November 28 COEHS OBSERVATION ELEVATE NM CT SUBMITS TO TK29 November 7 COEHS OBSERVATION ELEVATE NM US submits to TK20 December 5 Teacher Candidate Spring TK 20 Key Assessments EDUC 464 and EDUC 595 Assessment Person Responsible Due Date Two COEHS Dispositions TC submits to Instructor Instructor grades in TK Midterm Semester II End of Semester II Two COEHS Lesson Plans TC submits to Instructor Instructor grades in TK Mid term End of Semester EDUC 462 and EDUC 595 17

Gradual Assumption of Teaching Responsibilities

Suggested Co-teaching strategies and suggested timeline The timeline below is suggested for the fall and spring semesters but is open to modification. All the following activities will be completed in consultation with and under the direction of the CT. As stated above, this timeline is a suggestion. The TC and the CT should work together to plan a timeline to full teaching responsibilities that is challenging but doable for the TC.

Guidelines for a Possible Timeline

August Introduce self to class, observe, tutor, small group work, take attendance, pass out papers, get to know your way around the school, and key people (e.g. principal, secretaries, teachers in your department) CT is the main teacher; TC observes or assists Septembe r Observe, tutor, small group work, take attendance, pass out papers, mini-lessons or pieces of lessons (from CTs lesson plans) CT is the main teacher, TC assists October Copycat lessons (teach the same lesson that you have watched your CT teach to a different class) or collaborative lessons that you plan with your CT November Collaboratively plan and teach with your CT (both present information and both help class) Team teaching December Independently plan (using your CTs curriculum map) lessons and teach with your CT TC is the main teacher; CT observes or assists January- May Independently plan (using your CTs curriculum map) and independently teach lessons. Your CT should be observing, tutoring, working with small groups. You may also experiment with models of co-teaching on the following pages. To integrate Student Teachers into their CT classrooms more fully, we highly recommend a coteaching model. Besides the benefits to our TCs in terms of increased responsibilities and enhanced professional status, research indicates that two adults in a classroom can increase student achievement. Faculty at St. Cloud State University, as part of a research grant from Funded by a US 19

Department of Education, Teacher Quality Enhancement Grant Have developed a model of Co- Teaching. The table below is a result of their research site. Co-Teachingdefinitionsandexamples.pdf Co-Teaching Strategies & Examples One Teach, One Observe One teacher has primary responsibility while the other gathers specific observational information on students or the (instructing) teacher. The key to this strategy is to focus the observation – where the teacher doing the observation is observing specific behaviors. Example: One teacher can observe students for their understanding of directions while the other leads. One Teach, One Assist An extension of One Teach, One Observe. One teacher has primary instructional responsibility while the other assists students with their work, monitors behaviors, or corrects assignments. Example: While one teacher has the instructional lead, the person assisting can be the “voice” for the students when they don’t understand or are having difficulties. Station Teaching The co-teaching pair divides the instructional content into parts – Each teacher instructs one of the groups, groups then rotate or spend a designated amount of time at each station – often an independent station will be used along with the teacher led stations. Example: One teacher might lead a station where the students play a money math game, and the other teacher could have a mock store where the students purchase items and make change. Parallel Teaching Each teacher instructs half the students. The two teachers are addressing the same instructional material and presenting the material using the same teaching strategy. The greatest benefit to this approach is the reduction of student to teacher ratio. Example: Both teachers are leading a question-and-answer discussion on specific current events and the impact they have on our economy. Supplemental Teaching This strategy allows one teacher to work with students at their expected grade level, while the other teacher works with those students who need the information and/or materials retaught, extended, or remediated. Example: One teacher may work with students who need reteaching of a concept while the other teacher works with the rest of the students on enrichment. Alternative (Differentiated) Alternative teaching strategies provide two different approaches to teaching the same information. The learning outcome is the same for all students however the avenue for getting there is different. Example: One instructor may lead a group in predicting prior to reading by looking at the cover of the book and the illustrations, etc. The other instructor accomplishes the same outcome but with his/her group, the students predict by connecting the items pulled out of the bag with the story. 20