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 University
School 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 centered
The 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 Understanding
Teaching 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 Reflection
Reflective 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 Diversity
The 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, 140
o 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 Education
Elementary School
Middle School
High School
Other types of observations that you may also find beneficial include:
School Board meetings
A high school game
An after-school program
Club meetings
Etc.
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.