Fall 2012 Gen Ed Program Guide(1)

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This Teacher Preparation
Program will be a leader in
providing an effective route
to licensure for teachers in
critical shortage areas in the
Commonwealth of Virginia.
MISSION
VISION
The VCCS Career Switcher Teacher Preparation Program will
provide accessible, effective training to a skilled, multi-
talented, and diverse group of individuals so that they will be
fully prepared to meet the needs of 21st century classrooms in
the Commonwealth of Virginia.
In order to provide highly-qualified teacher-leaders to these
classrooms and help them stay long-term as exemplary edu-
cators, this program will utilize a cohort model to build
professional collaboration.
This program will provide an integrated theory and practitioner
-based model that invites the most effective current educators
in Virginia to use their knowledge and experience to train and
mentor the next generation of devoted educators.
FALL 2012
GENERAL
EDUCATION

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Agenda:
 8:30-9:00AM – Site Checks and
Networking
 9:00-9:30AM– Opening: Shoulder
Partners/Burning Questions
 9:30-10:00 – Instructor Module
Infomercials/ Kagan Groups
 10:00 – 10:30AM—Program Guide
Scavenger Hunt
 10:30--11:00AM—Additional Staff
Sound Bites/Burning Questions
 11:00 – 12:00PM – Writing
Workshop/3-2-1
 12:00 – 12:30—Working Lunch
 12:30—1:00PM—Closing: Shoulder
Partners/KWL
 1:00 – 3:30 Blackboard Orientation
 Online Office Hours: /411 Board—
Terry Dutcher
Resource Guide Scavenger Hunt Activity (Jeopardy Model) (
Answer: Question & Page #:
1. edtech@jtcc.edu
2. Reflective Practice
3. Hybrid Distance Learning
4. Small Group Project
5. Field Placement Journal
6. Midnight, Sundays & Tuesdays
7. Backwards Design
8. Bloom’s Taxonomy
9. Teaching Video
10. APA Style
Foundations Classroom Management Curriculum & Instruction
Methods Reading in the Content Area Administration
3 Important Elements 2 Important Questions 1 Piece of Advice

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Deb Riley—Lead Instructor for Foundations
BIG PICTURE IDEAS
A teacher affects eternity:
he can never tell where his influence stops.
Henry Adams

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Table of Contents
Mission, Vision,
Orientation Agenda
1-2
The Big Picture 3-9
Core Support 10-16
Writing &
Assessment
APA Style
17-30
Professional Studies
Projects
31-44
Rubrics 45-50
Level II & Licensure 51-59
Blackboard
Orientation
60-68
In 1987, Donald Schon introduced the con-
cept of reflective practice as a critical pro-
cess in refining one's artistry or craft in a
specific discipline. Schon recommended
reflective practice as a way for beginners in
a discipline to recognize consonance
between their own individual practices and
those of successful practitioners. As defined
by Schon, reflective practice involves
thoughtfully considering one's own experi-
ences in applying knowledge to practice
while being coached by professionals in the
discipline (Schon, 1996).
Reflective Practice for
Effective Practice
PHILOSOPHY
This program applies reflective practice
in both what we do as a program and
what we are training you to do as
professionals with putting theory into
practice and focuses on two key
questions: What is going well, and
why? What can be done differently,
Networking Activity at Your Site:
Regional Advisor—Name and Contact Information:
______________________________________________________
______________________________________________________
Name: Something Memorable:
Shoulder Partner #1
Shoulder Partner #2
BURNING QUESTIONS YOU ALL HAVE:
1.
2.
3.
Engagement = Learning = Motivation

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“The data show for the first
time the advantages of
having individuals
entering from alternate
routes,” said Dr. C. Emily
Feistritzer, president of the
National Center for Education
Information, publisher of Teacher
Education Reports and the author
of the report. “They are more
mature, more satisfied with
several aspects of teaching, feel
competent as teachers and are
more likely to remain in teaching
than recent college graduates
entering teaching.”
Rigorous alternative
licensure program approved
by the Virginia Department
of Education
Statewide initiative
addressing critical
shortages in the teaching
profession
Hybrid workforce training
by teacher-leaders for
future teacher-leaders
From the U.S Department of Education

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What do your instructors expect from
you? What do you expect from your
EXPECTATIONS
Professionalism dictates that you do not take an issue about a student,
administrative personnel, or an instructor to the program management
without first addressing it with that student, administrative personnel or
instructor. It is professional to copy all parties openly on any discourse for
any conflict resolution. It is professional to treat all staff members with
the same degree of professionalism that you would expect to be treated as
a professional in a school.
What Your Instructors Expect from You
Graduate-level Writing & Engagement
Professionalism
Integrity
Communication
What to Expect from Your Instructors
Feedback is connected to reflective practice and growth—what is working well and why and
what might be done differently and why. Sometimes, instructors will send out a whole group
email that provides public feedback to all and is valuable which they expect you to read. In-
structors will also inform you, individually, if you receive an “8” or below on an assignment
with some feedback as to why this was the case. Instructors will not correct your papers for you.
Instructors have some discretion towards accepting revisions. It is acceptable for you to pro-
fessionally request additional feedback within a reasonable period of time if you need more so
that you can understand your performance. Within each assignment, there is a text box in
which the grade and some feedback is provided. Your instructors trust that if you need addi-
tional feedback then you will email and request it or request an appointment.
You are encouraged to professionally ask questions about an assessment, as necessary and dia-
logue with your instructors for clarity, individually. It is not professional to argue a grade or
engage in a discussion about a grade unless the instructor who assigned it is openly a part of
that discussion.

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http://www.p21.org
The instructional design of this program
not only engages you as a learner with
higher-order thinking and development of
innovation skills, but you will learn this
model through experience in order to craft
it in your own classroom with your own
students.
How Does Teaching and Learning Work in the 21st Century?

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How Do I Help Students Learn? (Bloom’s Revised Taxonomy)

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Stage 1 – Desired Results
Established Goals: Program Knowledge, Assignment Expectations, and Blackboard Technology Application
Understandings: Students will understand that…
This program meets the requirements for licensure and does so
through an alternative pathway.
Assignments for writing, projects, and experiences have articulated
standards to which they can work towards mastery.
Blackboard is the interactive delivery tool which the students engage
in a cohort model, not an independent study.
Essential Questions:
What do you need to do to be successful in this program? What are the
expectations for your writing and other assignments?
How do you effectively navigate and utilize Blackboard?
Students will know…
How to use their Orientation Guide to access information and understand expectations and how to navigate Blackboard and use it to meet expectations.
How to meet program expectations and engage meaningfully with their peers in a cohort model of adult learning towards licensure.
Stage 2 – Assessment Evidence
Formative Assessment: Assessments typically carried out during the learning
unit in which teacher (or peer) or the learner, provides feedback on a stu-
dent's work, and would not necessarily be used for grading purposes.
Bell Ringer Scavenger Hunt Activity
Small Group Discussion Points/Notable Notes
Writing Workshop Discussion
Closing Bell: 4 Burning Questions, 3 Important Points, 2 Questions, 1 Con-
nection to a Peer
Summative Assessment: (Assessments typically used to assign students a
grade.)
1. Student Blog Spot (Interview Questions—1st Saturday post (5 point
grade)
2. Foundations Writing Assignment #1 and Peer Responses (10 point
grade)
3. Completion of Blackboard Assessment
Stage 3 – Learning Plan
Learning Activities:
1. Bell-ringer to work directly with one or two pairs to review and familiarize with the Orientation Guide
2. Guided Small Group Discussions: A. This Pathway for Alternative Licensure B. This Staff and Reflective Practice C. What Will Make Me an Effective
Teacher/Why EducateVA? /Interview Questions
3. Writing Workshop : A. Writing Samples, Rubric and Expectations B. Foundations Assignment #1—Self and Peer Assess
4. Blackboard Orientation Seminar (Computer Lab)
How do I Plan Lessons?
Note: This is the same template that you will use to develop your
own lesson plans in time.

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Mike Bedwell—Lead Instructor for Classroom
Management
SUPPORT
What office is there which involves more re-
sponsibility, which requires more qualifica-
tions, and which ought, therefore, to be
more honorable than teaching?
Harriet Martineau

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QUESTIONS??? Answers
Instructional Questions
Assignments, Modules, Resource Materials,
Texts or Grades
Assigned Instructors—See Staff List (Next Page)
Administrative Questions
Application File, Permanent File
Licensing Regulations
Academic Records
Payment/Tuition,
Records/Verifications
Eileen Hasbrouck
ehasbrouck@ccwa.vccs.edu
Claudio Fuchs
cfuchs@ccwa.vccs.edu
Level I Program Questions Jim Gaines
jgaines@ccwa.vccs.edu
Level II Program Questions Scott Goodman
wgoodman@ccwa.vccs.edu
Professional Studies Projects
Teaching Video/Field Placement Journal,
Professional Portfolio
Small Group Project
Julia Tucker-Lloyd
jtucker-lloyd@ccwa.vccs.edu
FIELD PLACEMENT
Parking/Campus Information
Your Regional Advisor:
TECHNOLOGY SUPPORT ITSE Helpdesk
edtech@jtcc.edu
Email is an excellent way to contact our
staff, but phone contact is welcome as
well. For instructors, it is appropriate to
email and ask for an appropriate time to
have a live discussion in real time if one
is necessary.
Also, the Helpdesk at John Tyler
Community College is wonderful IT sup-
port for us and they provide this to us so
that you have a one-stop resource for
your IT questions and needs.
PROGRAM OFFICE MAIN
NUMBERS:
804-523-5671
804-523-5670 (FAX)

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The Level I Staff:
Foundations I
Deb Riley driley@ccwa.vccs.edu
Lloyd (Dan) Walker lwalker@ccwa.vccs.edu
Barbara Lanzer blanzer@ccwa.vccs.edu
David Pluim dpluim@ccwa.vccs.edu
Curriculum & Instruction
Terry Dutcher tdutcher@ccwa.vccs.edu
Dr. Sean Coffron scoffron@ccwa.vccs.edu
Dr. Mark Strickler mstrickler@ccwa.vccs.edu
Classroom Management
Mike Bedwell mbedwell@ccwa.vccs.edu
Bruce Jankowitz bjankowitz@ccwa.vccs.edu
Roger Green rgreen@ccwa.vccs.edu
Foundations 2
Deb Riley driley@ccwa.vccs.edu
Dr. Sean Coffron scoffron@ccwa.vccs.edu
Barbara Lanzer blanzer@ccwa.vccs.edu
Lloyd (Dan) Walker lwalker@ccwa.vccs.edu
Methods
Math
Judy Cosgriff
Christa Kellas
David Pluim
Science
Kathy Bowdring
Garry Relton
Dee Dee Hartog
English
Mike Bedwell
Linda Privette
Terri Dutcher
Dr. Sean Coffron
Foreign Language
Dr. Laura Franklin
Social Studies (ESOL Prep)
Terri Ritchey
Geneva Lindner
Jim Gaines
Reading in the Content Area
Bruce Jankowitz bjankowitz@ccwa.vccs.edu
Shashi Madan smadan@ccwa.vccs.edu
Rebecca Danello rdanello@ccwa.vccs.edu
Portfolios
Professional Studies
Small Group Project—Terry Dutcher, Dr. Sean
Coffron
Saturday Sessions— Terry Dutcher, Dr. Sean
Coffron
Teaching Video—Dr. Sean Coffon, Roger Green,
Terry Dutcher
Field Placement Journals—Dr. Sean Coffron,
Roger Green, Terry Dutcher
IMPORTANT NOTE: All instructors have both a graduate degree as well as a median level of 20 years
public school service. Our staff represents all disciplines of classroom experience as well as
administrative experience. Instructors can be emailed inside of Blackboard, but also at their email
addresses that follow this pattern: first initial, last name, @ccwa.vccs.edu

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Name of Textbook Author ISBN #
1. Fair Isn’t Always Equal: Assessing and Grading in
the Differentiated Classroom (*Curriculum & Instruction/
Foundations)
Rick Wormeli 1-57110-424-0
2. Classroom Instruction that Works
(*Foundations, Curriculum & Instruction)
Robert J.
Marzano,
Debra J.
Pickering
Jane E. Pollock
0-87120-504-1
3. Classroom Strategies for Interactive Learning
(*Curriculum & Instruction)
Doug Buehl 0872072843
4. Understanding by Design: Professional Development
Workbook (*Foundations, Curriculum & Instruction,
Methods)
Jay McTighe
Grant Wiggins
0871208555
5 Fires in the Bathroom: Advice for Teachers from High
School Students (*Classroom Management)
Kathleen Cush-
man
978-1-56584-996-9
6. Fred Jones Tools for Teaching: Discipline, Instruction,
Motivation (*Classroom Management)
Fredric H. Jones
Patrick Jones
Jo Lynn
and Fred Jones
0965026329
7. Lost at School (*Classroom Management) Ross Greene 1416572279
8. I Read It, but I Don’t Get It: Comprehension Strategies
for Adolescent Learners (*Reading in the Content Area)
Cris Tovani 1-57110-089-X
9. Putting it All Together: The Directed Reading Lesson in
the Secondary Classroom (*Reading in the Content Area)
Gloria A. Neubert 0-205-34384-8
10. Do I Really Have To Teach Reading: Content
Comprehension, Grades 6-12(*ReadingintheContent Area)
Cris Tovani 1-57110-376-7
Please Note:
You will find these books
through various internet
booksellers and they can be
ordered through campus
bookstores. You should have
ordered them right away, upon
receipt of your acceptance let-
ter, to ensure delivery in time.
Feel free to purchase used cop-
ies of these books. Please note
the editions of the books re-
quired. Ordering a different
edition may be more expen-
sive, and will cause the as-
signments to be “off” as it
relates to the required chap-
ters, pages, etc.
These books may also be used
in Level II.
Other reading, recommended
reading, and resources are
provided to you within
Blackboard, but these are the
required texts for purchase.
The Level I Texts:

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Session 1—
Aug 11
Orientation & Beginning Foundations
Session 2—
Sept 8
Foundations and Curriculum & Instruction
Session 3—
Sept 29
Lesson Planning Seminar & Classroom Management
Session 4—
Oct 27
Methods Seminars
Session 5—
Nov 17
Reading & Writing Seminar/
Theory into Practice Seminar
Session 6 Capstone Day—Richmond, Virginia (Travel Req.)
What is Hybrid Learning?
(Blended Learning)
In "hybrid" classes, a significant amount of the course
learning activity has been moved online, making it possible to
reduce the amount of time spent in the classroom. Traditional
face-to-face instruction is reduced but not eliminated. The
"hybrid" course model is also referred to as "blended." It
combines traditional face-to-face classroom methods with
computer-mediated activities. According to its proponents,
the strategy creates a more integrated approach for both
instructors and learners. Formerly, technology-based
materials played a supporting role to face-to-face instruction.
Through a blended learning approach, technology will be
more important.
Foreign Language Only: Special Topics Sem-
inar: Language Lesson Demonstration TBD
NVCC Manassas
See Schedule on
next pages
See field placement
Pages in program
guide for more
Please Note:
Midterm—After 1st 3 modules
December 5th—Deadline for submission of
Field Placement Journal and Teaching Demon-
stration Video and Self Assessment.

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What will I learn and how
will I learn it?
Integrative Learning is a learning theory describing a
movement toward integrated lessons helping students
make connections across curricula. This higher education
concept is distinct from the elementary and high school
"integrated curriculum" movement. Integrative Learning
comes in many varieties: connecting skills and knowledge
from multiple sources and experiences; applying skills and
practices in various settings; utilizing diverse and even
contradictory points of view; and, understanding issues
and positions
contextually."Foundations in Education
Part One
Understanding of the physical,
social, emotional, [speech and
language,] and intellectual de-
velopment of children and the
ability to use this understand-
ing. Know the principle devel-
opmental needs of students and
proactive application of learn-
ing theory in practice
Foundations in Education
Part Two
Understanding of the physical,
social, emotional, [speech and
language,] and intellectual de-
velopment of children and the
ability to use this understand-
ing. Understanding the rela-
tionships between curriculum,
assessment, and student need &
growth promotion of experi-
ences [and relating meaningful-
ly to students]
Curriculum and Instruction
Understanding of the principles
of learning; the application of
skills in discipline-specific
methodology; communication
processes; selection and use of
materials, including media and
computers; and selection,
development and use of appro-
priate curricula, methods, etc.
Understanding and application
of techniques/classroom com-
munity building, interventions
that promote emotional well-
being and teach and maintain
behavioral conduct and skills
consistent with norms of the
environment.in guiding learn-
ing experiences [and relating
meaningfully to students]
Methods of Instruction
Understanding of discipline-
specific methodology;
and evaluation of pupil perfor-
mance; and the relationships
among assessment, instruction,
and monitoring student pro-
gress to include student perfor-
mance measures in grading
practices, the ability to con-
struct and interpret valid assess-
ments using a variety of for-
mats.
Reading and Writing in the
Content Area
Understanding of comprehen-
sion skills in all content areas,
including a repertoire of ques-
tioning strategies, summarizing
and retelling skills, and strate-
gies in literal, interpretive, criti-
cal, and evaluative comprehen-
sion, Understanding the rela-
tionship of effective reading
and writing skills.in guiding
learning experiences.
Field Placement &
Teaching Career

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Foundations Part 1 Classroom Management Curriculum
and Instruction
Due Dates: Class Meetings Other Professional
Assignments
0 Due at Orientation 8/11
3 Peer Response 8/14
August 11
9:00-3:00PM
1 1 Sunday 8/19
1 Sunday 8/19
Last Day to Drop with Re-
fund: August 21♥
Review Field Placement
Guide and Research
Schools
2 2 2 Sun. 8/26 and Tues 8/28 Post Field Placement
Requests
3 3 3 Sun. 9/02 and Tues 8/04 Prepare Field Placement
Entrance/Interview Pack-
et
4 4 4 Sun. 9/09 and Tues 8/11 September 8
9:00 — 3:00
Prepare Field Placement
et
5 5 5 Sun. 9/16 and Tues 9/18 Prepare Field Placement
et
6 6 6 Sun. 9/23 and Tues 9/25 Review Video-Taping
Requirements and Pre-
pare Equipment
7 7 7 Sun. 9/30 and Tues 10/02 September 29
9:00 — 3:00
Small Group Project
Planning and Communi-
cating with Group (SGP)
8 8 8 Sun. 10/07 and Tues 10/09
9 Midterm Due 10/14 Post to Portfolio
1 Foundations Part 2 1 Teaching Methods 1 Reading and Writing in
the Content Area
Sun. 10/21 and Tues 10/23 Journal, Video, SGP
2 2 2 Sun. 10/28 and Tues 10/30 October 27
9:00 — 3:00
Journal, Video, SGP
3 3 3 Sun. 11/04 and Tues 11/06 Journal, Video, SGP
5 5 5 Sun. 11/18 and Tues 11/20 November 17
9:00 — 3:00
Journal, Video, SGP
7 7 7 Sun. 12/02 and Tues 12/04 Teaching Portfolio
8 8 8 Sun. 12/09 and Tues 12/11 Teaching Portfolio
Prepare Final Assignments Prepare Final Assignments Prepare Final Assignments December 15
9:00 — 3:00
Permanent File, Port-
folio, SGP
Saturday Posts
(30 points)
6 posts x 5 points each
Self Video Reflection
(10 points) & Peer Video
Reflection (10 points) -
Dec 5
Field Placement Journal
(20 points) - Dec 5
Teaching
Portfolio (20 points)
—Dec 5
Small Group Project
(20 points) - Dec 15

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Bruce Jankowitz—Lead Instructor, Classroom
Management
WRITING AND ASSESSMENT
By learning you will teach;
by teaching you will understand.
Latin Proverb

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Writing Workshop Interactive Discussion Guide—KNL Chart
Any question that does not get answered during
Orientation Day can be answered during on-line
office hours by posting to the “411 Information
Please” discussion board which will be monitored
closely until September 29.
What I Know—K What I Need to Know—N What I Learned—L
3 posts per week and 3 responses for each post
(9peer responses per week)
Writing Workshop Tab
APA Style
Rubric Assessment
Instructors & Feedback
Writing as a Learning Tool
*This is a strategy you can adopt for your own students.

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How will I be assessed and graded? Your work in each of the modules will be assessed using the rubric be-
low each week. (If an assignment is worth 10 points, your score will be doubled on this rubric for a score out of
10 points.) You are expected to read all assignments in depth, fully and thoughtfully participate in discussions.
You are also expected to respond to one another in a meaningful way (a minimum of three others) as well as to
the prompt, and thoroughly complete and submit all assignments on time. You should complete all assignments
and discussions no later than the date indicated by the assignment calendar (also found in the Assignments link
in Blackboard.) Initial assignments will be due on Sunday evening, and discussions will close out on Tues-
day evening. After that time, your assignment and responses will be considered late. Instructors have the
discretion to deduct late points or not accept late work at all. You will note overlap within assignments and
modules, so feel free to complete and submit the assignments early as you complete them.
Assessment Information
What is a rubric? A rubric is a scoring tool
for subjective assessments. It is a set of crite-
ria and standards linked to learning objectives
that is used to assess a student's performance
on papers, projects, essays, and other assign-
ments. Rubrics make grading simpler and
more transparent. It allows teachers and
students alike to assess criteria which are
complex and subjective and also provide
ground for self-evaluation, reflection and
peer review. It is aimed at accurate and fair
assessment, fostering understanding and indi-
cating the way to proceed with subsequent
learning/teaching. This integration of perfor-
mance and feedback is called "ongoing as-
sessment."
How do I use this to be successful? Your
instructors will use this writing rubric to as-
sess your writing and you will use it to assess
yourself. Each week, your score is assessed
directly to this rubric and it serves as feed-
back to you for future performance. Read it
carefully and refer to it often. Examine the
models. Why are timeliness and response to
peers included as an equal component to con-
tent and form? The nature of this profession
relies on careful planning and project man-
agement as well as the ability to interact ef-
fectively with colleagues. These work habits
are critical to success and successful recom-
mendation from the program.
What is the standard I have to meet to pass? While this is a pass/fail program, you must earn and maintain
a minimum of 80% of possible points in each module as indicated on the assessment rubric. Any student who
does not have 80% of his/her points at the end of the first nine weeks of the program may be withdrawn
from the program by the instructors without consent of the student and with no refund of tuition. Any
student who does not have 80% of his/her points after the 2nd 8 weeks will not receive a license and may be
asked to repeat the semester. Students will be able to access Grade Book in Blackboard to routinely determine
points assigned for each assignment throughout the semester. Instructors have some discretion to allow for
some limited opportunities for revision, but this is at an instructor’s discretion and is meant for limited purpos-
If there are extenuating circumstances regarding
completion of assignments, it is the responsibility of
the student to contact the instructor immediately and
in advance if possible as well as maintain contact until all assignments are
up to date. You may ask for extension on a rare occasion, but you may not
assume extensions will be granted and you may not use this repetitively.
VERY IMPORTANT NOTE!

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 Writing deepens thinking and increases students' engagement with course material. Good writing
assignments prompt students to think more deeply about what they're learning.
 Writing can build our relationship with our students. When students write papers, we get to know
them and their thinking better.
 Writing gives us a window into our students' thinking and learning. Through our students' writing,
we can take pleasure in discovering that students see things in course readings or discussion we didn't
see; students make connections we ourselves hadn't made. And through our students' writing, we also
discover what confuses our students. Admittedly, we're not always eager to discover the gaps in our
students' knowledge, but it's our job to expand that knowledge and improve students' thinking.
 Writing assignments can improve our classroom discussions. By forcing students to keep up with
readings, regular writing assignments can prepare students to participate in discussion.
 Writing assignments provide us with an opportunity to teach students to organize ideas, develop
points logically, make explicit connections, elaborate ideas, argue points, and situate an argument in the
context of previous research—-all skills valued in higher education.
 Students remember what they write about—-because writing slows thinking down and requires
careful, sustained analysis of a subject. When a student becomes really engaged with a writing assign-
ment, she has to make countless choices particular to her paper: how to focus the topic, what to read,
what to make the central argument, how to organize ideas, how to marshal evidence, which general
Why use writing extensively as a tool for
learning?
WHY WRITING?
What Really Good Writers Do:
 Organize their thoughts BEFORE they write; use a rubric, if one is provided, and examine writing models to understand expectations.
 Analyze and support ideas with evidence from the text—DO NOT simply report and summarize. Apply, specifically, what you have learned to
your future classroom with actual examples. DO NOT plagiarize and use sources effectively and accurately.
 Respond fully to the prompt.
 Edit carefully before submitting for grammar, punctuation, spelling, clarity, and effectiveness.
 Use: Title, effective main idea statement, transitional sentences between paragraphs, facts, examples, links to other courses and curriculum to justi-
fy opinion/thesis as needed, effective conclusion...do NOT restate the prompt, but incorporate effectively the prompt content in the content of your
response.
 Use effective outside research as needed to justify opinion/thesis as appropriate, conclusion link back to beginning of paper. Cite sources within
body (APA parenthetical citation style).
 Bibliography at the end for sources used in effective APA style. Use the proper format (Author, Title, Publisher, Year, Website - do not just put a
website)

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How to Respond Effectively to Peers:
Part II - Foundations – Andragogy vs. Pedagogy
Access and read the overview on Andragogy (#1), the article on Knowles’ theory (#2), and the chart on Adult vs. Child Learning (Andragogy vs. Peda-
gogy, #3). Respond, substantively, to the questions below. With your essay be sure to include an introduction that hooks the reader and a conclusion that
sums up your thoughts, connecting back to your intro. Cite sources utilizing APA style citation.
PAST:
Think back to your K-12 schooling and describe the teaching strategies utilized. How does this fit in with the information and research presented in the
sources above? Explain.
PRESENT:
Based on the sources above, what are the implications for your adult learning in this fast-paced, hybrid-model, alternative licensure program? How might
instructor expectations for the adult student learner differ from those for the adolescent learner? Explain.
FUTURE:
Realizing that adults benefit tremendously from the strategy of self-reflection, or self-assessment (source #1), how will this impact your potential efforts at
future professional development in the classroom and beyond? Explain.
*If you need assistance in utilizing effective APA style, you are welcome to use http://www.EasyBib.com - The Free Automatic Bibliography and Cita-
tion Maker
Do your own writing and post it by the writing deadline (Sundays, usually).
Respond by the peer response deadline (Tuesdays, usually) to at least three of your colleagues' postings in one or more of the
following ways:
 Ask a probing question.
 Share an insight from having read your colleague's posting.
 Offer and support an opinion.
 Validate an idea with your own experience.
 Make a suggestion.
 Expand on your colleague's posting.
 Provide additional resources on the topic (s)
 Challenge both academically and courteously a
peer’s thinking.
Effective peer responses engage in dialogue and discourse of ideas.
Correcting another student’s grammar or punctuation does not advance a
discussion. Merely telling a peer, “good job on your post” or simply
summarizing does nothing to engage meaningfully or advance a discus-
sion. When in doubt, use reflective practice as you read posts from peers:
What is working well in this post and why? What might be considered
differently and why? “Why” is the most important part. You are not
trying to impress with your intellect—you are trying to engage with a
peer.

22
People never stop learning throughout their lives whether they consciously seek it out or not. As a child, education is driven by someone else - either a parent
or a teacher - and the youth doesn’t have much control over the content or method of teaching employed. This style of instruction is known as pedagogy
which will evolve as the student ages. Starting in high school, a learner is given a greater opportunity to coordinate their own studies. There isn’t a great deal
of self-determination due to the demands of the school’s curriculum but within each subject a student begins to get a chance to pick their own topics for re-
search papers and science projects. By the time that person reaches college, they begin to take control of their education and pick their college classes accord-
ing to their desired career path. This self-guided education continues into the “real world” where adults choose to learn about specific topics and often assist
the educator in determining what the class will discuss during the course of the session. This idea of allowing adults to direct their own education was pio-
neered by Malcolm Knowles, a former professor of adult education. He called this “self-directed inquiry” (Carlson, 1989, Professing Adult Education: De-
mocracy in Theory section, para. 7) andragogy and felt that “...instructors had to care about learners’ interests rather than what they believed ought to interest
learners” (Carlson, 1989, Practicing Adult Education: Democracy in Action section, para. 3). Looking back through my education and into the future of my
teaching career, I can see the switch from pedagogy to andragogy and the benefit it will provide in the coming years.
Thinking back over my education through grade school and high school, pedagogy dominated the classroom. I was required to attend classes or be penalized,
my subjects were provided for me and the teachers dictated what I learned, and I rarely had classes with adolescents of other grade levels (Jackson, 1998). For
example, in eleventh-grade American literature class, we were given our reading assignments by the teacher and were restricted to his literary interests and
those mandated by the school. We read nothing but what my mother refers to as “dead New England white guys” (Nathaniel Hawthorne is one example). If I
hadn’ t been subjected to the dictates of the school, I would have read authors from southern states as well as the Midwest and West Coast. I also would have
read contemporary authors as well as those who wrote in centuries past. One exception to this experience was an advanced class for future engineers that
brought together both junior and senior classes. In this class we were still subordinate to the teacher and were restricted to his curriculum but once the assign-
ment was detailed, we were allowed to create our projects with teacher guidance rather than dictation. We had the freedom to discover on our own instead of
having it handed to us. This almost unlimited learning environment helped me greatly once I reached college and was expected to guide my own education.
Now that I am an adult with several years of employment under my belt, I have an even greater ability to learn on my own and a greater desire to pursue sub-
jects that interest me instead of what someone else wants me to learn. This means that I will be more likely to participate in class discussions and group pro-
jects rather than having someone tell me the information and I regurgitate it back. I also know that there will be a looser structure to the alternative licensure
program and that the curriculum is very likely to evolve as the needs of the students emerge. Along with the developing curriculum of the class, a variety of
teaching styles will be employed by the instructors to ensure that we are engaged in the learning process and not just going along for the ride. Since the pro-
gram is a participatory one, the expectations are different from those of a lecture class. A greater amount of participation will be expected of me as will self-
motivation and continuous self-assessment. If I find that there is something I am not grasping, I will not hesitate to seek assistance from my fellow classmates
as well as the instructor. This style of teaching where there is more task-oriented instruction with a variety of learning styles and self-directed activity
(“Andragogy (m. knowles)”, 2012) will help in future development as well as during current educational endeavor.
Andragogy will assist in future professional development as I continue to asses my successes and failures in the classroom. There will be times when I real-
ize that I have a student whose behavior I can’t moderate, a lesson plan didn’t work as planned, or any number of new problems arise that I don’t know how
to handle. When I recognize these areas of deficiency, I will use that knowledge to seek out classes or instructors that can help me fill in the gaps so that I can
become a better teacher for my students. In addition, I will seek other sources of help whether it is bibliographies to increase my content knowledge or web-
sites to aid in creating more effective lessons in order to continue to learn on my own. I will use self-assessment to continue to learn so that I may be a better
teacher for the future generations. Self-assessment and self-determined education is the method of learning for my present and future learning but it hasn’t
always been that way. When I first started learning, my education was driven by someone else who decided what I learned when in order to prepare me for
the future. Now that I am an adult, I prefer to determine my own style of learning and subject matter. I have gone from pedagogy to andragogy without any
real conscious thought. However, whether my learning is self-directed or dictated to me, I never want to stop learning and striving to become a better educa-
tor.
Writing Sample—Foundations #1

23
Self-assessment and self-determined education is the method of learning for my present and future learning but it hasn’t always been that way. When I first started
learning, my education was driven by someone else who decided what I learned when in order to prepare me for the future. Now that I am an adult, I prefer to deter-
mine my own style of learning and subject matter. I have gone from pedagogy to andragogy without any real conscious thought. However, whether my learning is self-
directed or dictated to me, I never want to stop learning and striving to become a better educator.
Resources
Carlson, R. (2005, May 1). Malcolm knowles: apostle of andragogy. National Louis University. Retrieved January 12, 2012, from http://www.nl.edu/academics/cas/
ace/resources/malclmknowles.cfm
Culatta, R. (1989). Andragogy (m. knowles). Instructional Design. Retrieved January 12, 2012, from http://www.instructionaldesign.org/theories/andragogy.html
Jackson, W. H. (1998). Adult vs child learning. Retrieved January 12, 2012, from http://cybermesa.com/~bjackson/Papers/Androgogy.htm
Now Think Like an Assessor: Using the writing rubric provided in previous pages, how would you assess this paper if you were an instructor? How would
you score it and why? (Remember, when in doubt, go back to Reflective Practice: What is working well and why? What might be done differently and why?)
*This is what your instructors will do...you are not generally assessing anything...you are engaging with your peers as a peer.)
Writing Sample Continued...
Think Like a Peer: Write an effective peer response back to this student, whose name is Alison. You may work with a partner. Focus on analysis and contin-
uing the discussion—not patting on the back or giving empty praise.

24
Start here with a 21 minute basic
tutorial:
http://www.apastyle.org/learn/
tutorials/basics-tutorial.aspx
APA STYLE
General APA Guidelines: Your essay should be typed, double-spaced on standard-sized paper (8.5" x 11") with 1" margins on all sides. APA
recommends using 12 pt. Times New Roman font.
APA Citation Basics
When using APA format, follow the author-date method of in-text citation. This means that the author's last name and the
year of publication for the source should appear in the text, for example, (Jones, 1998), and a complete reference should
appear in the reference list at the end of the paper.
If you are referring to an idea from another work but NOT directly quoting the material, or making reference to an entire
book, article or other work, you only have to make reference to the author and year of publication and not the page num-
ber in your in-text reference. All sources that are cited in the text must appear in the reference list at the end of the paper.
In-Text Citation Capitalization, Quotes, and Italics/Underlining
 Always capitalize proper nouns, including author names and initials: D. Jones.
 If you refer to the title of a source within your paper, capitalize all words that are four letters long or greater
within the title of a source: Permanence and Change. Exceptions apply to short words that are verbs, nouns, pro-
nouns, adjectives, and adverbs: Writing New Media, There Is Nothing Left to Lose.
 (Note: in your References list, only the first word of a title will be capitalized: Writing new media.)
 When capitalizing titles, capitalize both words in a hyphenated compound word: Natural-Born Cyborgs.
 Capitalize the first word after a dash or colon: "Defining Film Rhetoric: The Case of Hitchcock's Vertigo."
 Italicize or underline the titles of longer works such as books, edited collections, movies, television series, documen-
taries, or albums: The Closing of the American Mind; The Wizard of Oz; Friends.
Put quotation marks around the titles of shorter works such as journal articles, articles from edited collections, television series
episodes, and song titles: "Multimedia Narration: Constructing Possible Worlds"; "The One Where Chandler Can't Cry."
APA (American
Psychological Association) is
most commonly used to cite
sources within the social
sciences. This resource,
revised according to the 6th
edition, second printing of the
APA manual, offers examples
for the general format of APA
research papers, in-text
citations, endnotes/footnotes,
and the reference page. For
more information, please
consult the Publication
Manual of the American
Psychological Association,
6th edition, second printing.

25
Short Quotations
If you are directly quoting from a work, you will need to include the author, year of publication, and the page number for the reference (preceded by "p.").
Introduce the quotation with a signal phrase that includes the author's last name followed by the date of publication in parentheses.
If the author is not named in a signal phrase, place the author's last name, the year of publication, and the page number in parentheses after the quotation.
Long Quotations
Place direct quotations longer than 40 words in a free-standing block of typewritten lines, and omit quotation marks. Start the quotation on a new line, in-
dented 1/2 inch from the left margin, i.e., in the same place you would begin a new paragraph. Type the entire quotation on the new margin, and indent the
first line of any subsequent paragraph within the quotation 1/2 inch from the new margin. Maintain double-spacing throughout. The parenthetical citation
should come after the closing punctuation mark.
Summary or Paraphrase
If you are paraphrasing an idea from another work, you only have to make reference to the author and year of publication in your in-text reference, but APA
guidelines encourage you to also provide the page number (although it is not required.)
According to Jones (1998), "Students often had difficulty using APA style, especially when it was their first time" (p. 199).
Jones (1998) found "students often had difficulty using APA style" (p. 199); what implications does this have for teachers?
She stated, "Students often had difficulty using APA style" (Jones, 1998, p. 199), but she did not offer an explanation as to why.
Jones's (1998) study found the following:
Students often had difficulty using APA style,
especially when it was their first time citing sources.
This difficulty could be attributed to the fact that many
students failed to purchase a style manual or to ask
their teacher for help. (p. 199)
According to Jones (1998), APA style is a difficult citation format for first-time learners.
APA style is a difficult citation format for first-time learners (Jones, 1998, p. 199).

26
APA style has a series of important rules on using author names as part of the author-date system. There are additional rules for citing indirect sources, elec-
tronic sources, and sources without page numbers.
Citing an Author or Authors
A Work by Two Authors: Name both authors in the signal phrase or in the parentheses each time you cite the work. Use the word "and" between the au-
thors' names within the text and use the ampersand in the parentheses.
A Work by Three to Five Authors: List all the authors in the signal phrase or in parentheses the first time you cite the source.
In subsequent citations, only use the first author's last name followed by "et al." in the signal phrase or in parentheses.
Six or More Authors: Use the first author's name followed by et al. in the signal phrase or in parentheses.
Note: Never use the page numbers of Web pages you print out; different computers print Web pages with different pagination.
Research by Wegener and Petty (1994) supports...
(Wegener & Petty, 1994)
(Kernis, Cornell, Sun, Berry, & Harlow, 1993)
(Kernis et al., 1993)
In et al., et should not be followed by a period.
Harris et al. (2001) argued...
(Harris et al., 2001)

27
Unknown Author: If the work does not have an author, cite the source by its title in the signal phrase or use the first word or two in the parentheses. Titles of
books and reports are italicized or underlined; titles of articles, chapters, and web pages are in quotation marks.
Note: In the rare case the "Anonymous" is used for the author, treat it as the author's name (Anonymous, 2001). In the reference list, use the name Anonymous
as the author.
Organization as an Author: If the author is an organization or a government agency, mention the organization in the signal phrase or in the parenthetical cita-
tion the first time you cite the source.
If the organization has a well-known abbreviation, include the abbreviation in brackets the first time the source is cited and then use only the abbreviation in
later citations.
Two or More Works in the Same Parentheses: When your parenthetical citation includes two or more works, order them the same way they appear in the
reference list, separated by a semi-colon.
Authors With the Same Last Name: To prevent confusion, use first initials with the last names.
A similar study was done of students learning to format research papers ("Using APA," 2001).
According to the American Psychological Association (2000),...
First citation: (Mothers Against Drunk Driving [MADD], 2000)
Second citation: (MADD, 2000)
(Berndt, 2002; Harlow, 1983)
(E. Johnson, 2001; L. Johnson, 1998)

28
Two or More Works by the Same Author in the Same Year: If you have two sources by the same author in the same year, use lower-case letters (a, b, c)
with the year to order the entries in the reference list. Use the lower-case letters with the year in the in-text citation.
Introductions, Prefaces, Forewords, and Afterwords: When citing an Introduction, Preface, Foreword, or Afterwords in-text, cite the appropriate author
and year as usual.
Personal Communication: For interviews, letters, e-mails, and other person-to-person communication, cite the communicators name, the fact that it was per-
sonal communication, and the date of the communication. Do not include personal communication in the reference list.
Citing Indirect Sources
If you use a source that was cited in another source, name the original source in your signal phrase. List the secondary source in your reference list and include
the secondary source in the parentheses.
Note: When citing material in parentheses, set off the citation with a comma, as above. Also, try to locate the original material and cite the original source.
Research by Berndt (1981a) illustrated that...
(Funk & Kolln, 1992)
(E. Robbins, personal communication, January 4, 2001).
A. P. Smith also claimed that many of her students had difficulties with APA style (personal communication, November 3, 2002).
Johnson argued that...(as cited in Smith, 2003, p. 102).

29
Electronic Sources
If possible, cite an electronic document the same as any other document by using the author-date style.
Unknown Author and Unknown Date: If no author or date is given, use the title in your signal phrase or the first word or two of the title in the parentheses
and use the abbreviation "n.d." (for "no date").
Sources Without Page Numbers
When an electronic source lacks page numbers, you should try to include information that will help readers find the passage being cited. When an electronic
document has numbered paragraphs, use the abbreviation "para." followed by the paragraph number (Hall, 2001, para. 5). If the paragraphs are not numbered
and the document includes headings, provide the appropriate heading and specify the paragraph under that heading. Note that in some electronic sources, like
Web pages, people can use the Find function in their browser to locate any passages you cite.
Kenneth (2000) explained...
Another study of students and research decisions discovered that students succeeded with tutoring ("Tutoring and APA," n.d.).
According to Smith (1997), ... (Mind over Matter section, para. 6).

30
Your reference list should appear at the end of your paper. It provides the information necessary for a reader
to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must
appear in your reference list; likewise, each entry in the reference list must be cited in your text.
Your references should begin on a new page separate from the text of the essay; label this page "References"
centered at the top of the page (do NOT bold, underline, or use quotation marks for the title). All text should
be double-spaced just like the rest of your essay.
Basic Rules
 All lines after the first line of each entry in your reference list should be indented one-half inch from the left
margin. This is called hanging indentation.
 Authors' names are inverted (last name first); give the last name and initials for all authors of a particular
work for up to and including seven authors. If the work has more than seven authors, list the first six authors
and then use ellipses after the sixth author's name. After the ellipses, list the last author's name of the work.
 Reference list entries should be alphabetized by the last name of the first author of each work.
 If you have more than one article by the same author, single-author references or multiple-author references
with the exact same authors in the exact same order are listed in order by the year of publication, starting
with the earliest.
 Capitalize all major words in journal titles.
 When referring to books, chapters, articles, or Web pages, capitalize only the first letter of the first word of a
title and subtitle, the first word after a colon or a dash in the title, and proper nouns. Do not capitalize the
first letter of the second word in a hyphenated compound word.
 Italicize titles of longer works such as books and journals.
 Do not italicize, underline, or put quotes around the titles of shorter works such as journal articles or essays
in edited collections.
Please note: While the APA manual provides many examples of how to cite common types of sources, it does
not provide rules on how to cite all types of sources. Therefore, if you have a source that APA does not include,
APA suggests that you find the example that is most similar to your source and use that format. For more infor-
mation, see page 193 of the Publication Manual of the American Psychological Association, sixth edition.
APA STYLE
THE REFERENCE LIST
There is a PowerPoint Presentation
located in Blackboard under
“Resources” if you need further ref-
erence on these guidelines in addi-
tion to the on-line tutorial noted on
page 25 of this document.
There are also electronic resources
available to you to help you do cita-
tions correctly electronically as you
go. Microsoft Word has a feature
you can enable to do citations.
There is also, “Easybib.com” which
offers service for a nominal charge.
If you are a Firefox web-browser
user, you can utilize Zotera for free
as well.
Other students may be able to offer
other options as well, so network!

31
Terry Dutcher—Lead Instructor, Curriculum and
Instruction & Professional Projects
PROFESSIONAL STUDIES
Education is the mother of leadership.
Wendell L. Willkie

32
Socrates as Teacher
Theory into Practice Collaborative
Small Group Project
“In theory, there is no difference between theory and practice. In practice,
there is.” (Yogi Berra)
“He who loves practice without theory is like the sailor who boards ship
without a rudder and compass and never knows where he may
cast.” (Leonardo da Vinci)
Augustus as Magistrate
Grade Level: Graduate Subject: Pedagogy into Practice/Collaborative Practice Prepared by: Educate VA Instructors
Presentation Due Date: Capstone Day
Historical Connection: The ancient Greeks contributed much to world civilization, including some of our foremost thinkers and philosophers. As a people,
picture the Greeks as individualistic, carefree, speculative, and theoretical. The Greeks, it has been said, fathered the Romans who we can picture in turn as
ordered, disciplined, and committed to determining application and real-world practice. In the spirit of the ancients, your group will serve as an educational
curricular blender, getting the most and best from both theory and applied practice across disciplines. Additionally, while building the skill individually to stay
current with the latest research as it informs your practice, collaboratively you will also learn the process of effective collaborative instruction and learning by
experiencing it directly. So, go Greek, do it on the road to Rome—and realize that good theory and practice aren't built in a day. Why the removal of technol-
ogy as a tool for your presentation? Almost every other element of this program demonstrates this competency. This project focuses on the interpersonal na-
ture of teaching as a profession—the ability to work collaboratively and the ability to engage students effectively and interactively.
Overview and Purpose/Objectives:
______Have I been assigned to a interdisciplinary campus site team of 3-5 students to develop a final collaborative project.
______Is everyone clear in the group that we are to develop from the ground up by taking a theory, researching it and demonstrating
its real-world classroom application to peers and instructors on Capstone Day?
______Is everyone clear that the group will have individual expectations/reflections as well as team debriefing at teach stage of the
way?
______Is everyone in the group clear on the objectives?
 Future educators will experience working in collaborative groups to understand theory and practice for collaborative learning and
utilize best practices in collaborative/cooperative learning without reliance on technology.
 Future educators will engage in effective self assessment, peer assessment, instructor assessment, and using assessment as feed-
back for learning and improved practice. (*Project Requirements Continued—next page with Assessment Rubric)

33
Project Requirements:
Interactive Teacher-Centered Presentation Portion
______Is our group prepared to present interactively the most pertinent research on the topic we have selected? (5-7 minutes of teacher-
centered presentation time that does NOT use technology.)
______Has our group rehearsed this portion? Are we “team teaching” or “turn teaching”?
Interactive Student-Centered Presentation Portion
_____Has our group applied the theoretical principals of our topic for actual practical classroom application?
_____Are we prepared to engage the audience in an active, meaningful way that involves purposeful learning and participation in a mini-
lesson format? (7-10 minutes) Do we have a visual aid that is not technology-based?
_____Is our approach adaptable for any discipline area? Has our group rehearsed this portion? Are we “team teaching” or “turn teaching”?
Post Lesson Debriefing
_____ Is our group prepared to respond academically to questions posed by our instructors and our peers? Are we prepared as well to dis-
cuss 2 significant questions we pose that resulted from our research process regarding our topic for our audience?
_____Has our group rehearsed this portion? Are we “team teaching” or “turn teaching”?
_____Have we developed an effective annotated bibliography our audience can access following our presentation that contains 7-10 relevant
and current sources of information outside of those made available through the program? Did we provide this to our audience and post it?
Assessment: Self, Peer, Instructor
______Is each member of the group able to provide effective self-assessment of their individual contributions to promote effective future
practice? Can the group self-assess their performance as a whole effectively?
______Is the group able to use effective peer feedback to promote effective future practice? Is the group able to offer effective peer feed-
back to other groups?
______Is the group able to use effective instructor feedback to promote effective future practice?
———Is the group able to develop a theory about how effective collaboration works and a management plan for how they will use collabora-
tion in the classroom?

34
How should you choose?
It is recommended that you choose a school that is geo-graphically convenient and, if possible, one with which you have little to no
recent experience, i.e. children attending, served as a volunteer, etc. A completely new school environment allows you a more full
and balanced look at the entire school environment.
The process goes like this: You will work with your Regional Advisor to obtain a placement based on your request. You will be provid-
ed a contact person at the school. Your first contact will be with the teacher him/herself or with the principal or the principal’s de-
signee. You should make contact as quickly as possible when you receive the information and work out a schedule with your super-
vising teacher that will accommodate his/her schedule and yours. Your advisor will make every effort to place you at your choice
school, but that is not always possible.
If you are currently teaching in a school division, or if you are in a long term substitute position (6 weeks or more), you will complete
your field placement in that position. You will be required to observe other teachers who are teaching in your endorsement area as
a part of your requirements.
Field Placement Request
Name:_______________________________Date:___________Regional Advisor:_____________________
1. Your preferred school division:
___________________________________________ Preferred School:
2. Your 2nd choice school division:
3. Your 3rd choice school division:
4. Your teaching endorsement area (s) for this program (Middle School Science, Secondary Math, etc.)
______________________________________________
______________________________________________
( ) Check here if you are currently teaching as a long-term substitute, and we will coordinate with that commitment in mind.
You will be submitting this field placement request electronically by the second week of
the program on a Blackboard discussion board. Your program management will pro-
vide this to your regional advisor for you. At that point, the regional advisor will part-
ner with you and the school division to get a placement. You MUST work through your
regional advisor for this.

35
FIELD PLACEMENT JOURNAL GUIDELINES
A Field Placement Journal describing your experiences is required. You should use the
Field Placement Time Sheet to record the date and times of each visit and write a brief sum-
mary of the activities completed. Your time sheet will be turned in at the end of your required
minimum 40 hours along with your journal. In addition, you should turn in the Checklist of Re-
quired Field Placement Activities with an indication of which activities you chose to complete.
Your journal should be limited to 10 pages, and should include the following items:
 SCHOOL AT WHICH YOU COMPLETED YOUR FIELD PLACEMENT.
 SUBJECT(S) AND GRADE LEVEL(S) BEING TAUGHT.
 PARTICULAR CONCEPTS BEING TAUGHT – HOW THE S.OL.s WERE BEING ADDRESSED.
 TEACHING METHOD(S) EMPLOYED: Describe the teaching methods employed by your supervising teacher. These may include an audio/visual presentation,
a group exercise or activity, an interactive assignment, board work by students, guest speakers, projects, and/or reports. It is especially important that you learn
to identify and understand the various learning methodologies employed by your supervising teacher and why they were used. It is also important to provide
some comment (in your journal) on the effectiveness of the learning methodologies used and how the students responded to them. Evaluation of the effective-
ness of the learning strategies will help you determine how useful they will be in your own classroom one day. In what ways are the SOLs being reinforced?
 OBSERVATIONS AND REFLECTIONS: Reflect thoughtfully on the classroom experience and make a note of your observations and reflections every time you
are in the classroom. THIS IS THE TIME FOR YOU TO EXPRESS YOUR OPINIONS. These observations should consist of:
Your perception of student behaviors and responses to classroom activities, interaction with the teacher and other students, and student interest exhibited during
the learning experience.
Your perception of classroom management and student discipline imposed by the teacher. Include your observations about the methods your supervising teacher
employs to maintain classroom order, the disciplinary methods used by the teacher and the types of offenses (if any) that students commit.
Your perception of the strengths and weaknesses of the instructional program being presented by the teacher. Focus on learning strategies and methodologies
being used by the teacher and how effective these activities are.
Your perception of the classroom environment and surroundings. What type of atmosphere does the classroom present? Is the classroom formal and structured, or
is it informal and non-structured? What do the bulletin boards say? What types of things are used to catch student attention while they are in the room?
Your perception of the school as a whole and of the teachers, administration, and support staff.
 A BRIEF PARAGRAPH ABOUT EACH OF THE FIVE ACTIVITIES YOU HAVE CHOSEN FROM THE CHECKLIST.
 YOUR ROLE IN THE FIELD PLACEMENT: How will you apply what you have learned?
REMINDER: You are an observer in the classroom and an assistant to your supervising teacher. Criticism belongs in your journal only. Remember:
No teachers teach the same, act the same or discipline in the same manner. You should focus on the effectiveness of the teaching and its impact on
the instructional program. You will learn to temper your criticism with professional insight when you discover the many complex roles teachers must
assume during the 180 school days each year. Use every classroom experience to help you think about what goes into the making of a
good teacher, and how you will become one!
Most importantly, ENJOY your field placement!

36
In addition to the required activities, students should choose a minimum of five of the following specific re-
quirements to participate in during field placement. Please check off the activities you have participated in
and return this with your journal.
_____Observe in an art/music/physical education class or in the computer lab. Explain how these resource activities become part of an integrated
curriculum in your classroom.
_____ Observe the students in the lunchroom or during bus duty. Explain how safety is maintained and the responsibilities that the teachers are
expected to assume.
_____ Formulate at least five questions to help you understand the roles and responsibilities of teachers and interview someone from guidance or
administrative personnel.
_____ Examine a blank IEP, then explain the major components and tell what responsibilities teachers have in implementation. You may want to
interview a special education teacher for this requirement.
_____ Observe a Child Study or IEP meeting. Discuss the general educator’s role in the meeting.
_____ Attend a parent conference with your cooperating teacher. Discuss the interaction you observed. Did the conference impact student be-
havior?
_____ Attend an extra-curricular activity at the school in which students in your class are involved. Compare the differences in your students in
class and at the event.
_____ Attend either a grade level meeting, a faculty meeting, a PTA meeting or a school board meeting. Identify the critical issues and give your
reaction as to how they were handled.
_____ Tutor individuals or small groups, using activities and materials prepared with the assistance of the cooperating teacher and under his/her
supervision. Give your reaction as to your effectiveness as a tutor and the success of the student (s).
_____ During a lesson, observe student behavior in the following manner: How are rules established and/or made clear to the students? What off
-task behavior was corrected by the teacher? How was the behavior corrected and what observable effects did the correction have? What things
does the teacher do to increase the amount of on-task behavior? In what ways are you comfortable with the behavior management system in place
in the classroom? Describe any behavior management systems in use in the classroom.
_____ Discuss potentially dangerous situations with your cooperating teacher (weather emergencies, student aggression, school intruder, weap-
ons, medical issues, etc.). What kind of prevention and/or intervention strategies are in place?
______What suggestions did your cooperating teacher offer you concerning how to handle threatening situations? (Study the school’s written
Crisis Management Plan. Based upon your review, explain the role of the teacher in a potentially dangerous situation.
______Observe a co-taught classroom.
You will be required to keep a timesheet and submit that with your field placement journal as well.

37
General Responsibilities Responsibilities to Your Supervising Teacher Responsibilities to the Students
 You are expected to follow all
of the rules and regulations
of the individual school. Ac-
quaint yourself with the
school calendar and plan
your schedule around it.
Take a tour of the school to
find the restrooms, cafeteria,
library, etc.
 Find out the daily school
schedule: when school
opens, the time students re-
port, the bus schedules,
lunch periods, closing time,
etc.
 Write down your supervising
teacher's name, address,
and phone number. Learn
the names of the principal,
her/his secretary, and other
staff members.
 If you are unable to be at
school at your pre-arranged
time, call the school office
and leave a message for
your supervising teacher BE-
FORE classes begin in the
morning.
 Be prompt--When classes
convene, you should be in
the room waiting for the
teacher to proceed with the
les-son. Keep in mind that
you are a very important per-
son to the students and the
teacher in your class-room
and you need to have con-
sistent and prompt attend-
ance.
 Allow the teacher to define the duties and re-
sponsibilities that are expected of you.
 Be professional in your interaction with the
supervising teacher. You should be respectful,
courteous, resourceful, responsible, and trust-
worthy. Avoid offering advice or opinions. Re-
frain from judgments about students or other
teachers.
 Learn to set aside your personal issues as
soon as you enter the school--this is very diffi-
cult to do sometimes. Being able to set aside
your own problems and deal with the class-
room effectively is an expected part of teach-
ing.
 Be consistent in all your behaviors and inter-
actions. Teaching demands that you be posi-
tive, affirming, and in control.
 Avoid situations and circumstances that pro-
mote gossip, controversy, or dissent. Do not
allow yourself to become involved in circum-
stances or situations related to student is-
sues, teacher concerns, or the school's ad-
ministration.
 Learn the names of the students as quickly as
possible. If you have trouble with names, develop
a seating chart.
 You should never touch a student or the student's
possessions. Use your own judgment, but exer-
cise care.
 You should be positive, firm, friendly, and support-
ive in working with students, but most important is
CONSISTENCY.
 You will discover that students will respond to you
in a different way than they do to their teacher.
 This difference will sometimes allow you to suc-
ceed with them in ways the classroom teacher
may not have been able.
 Encouragement and praise are POWERFUL
TOOLS used by successful teachers. Some stu-
dents have negative attitudes about learning and
school.
 Some students may be unreceptive no matter
what you do.
 Academic achievement can be bolstered substan-
tially if you encourage students as they strive to
learn.
Professionalism: Don’t say
anything about another pro-
fessional that you can’t say
to them.
Treat your students
professionally—as well as
your colleagues.

38
Students will look to you as an exam-
ple. Use proper grammar when
speaking.
Of course, swearing and excessive
slang are not appropriate at any
time. You are expected to exhibit
professional dress and conduct.
(Remember simple things, like no
gum, eating only if you’re there at
lunchtime, no personal phone calls,
etc.)
While in the school setting, you rep-
resent yourself, your instructors, and
the VCCS Career Switcher Program.
You are an "ambassador" in a sense,
and your behavior should reflect this.
Your behavior in the sponsoring
school will be a reflection of your ca-
pabilities as a future teacher. You will
discover that the example you set
and maintain will be the model that
students will respect and teachers
will admire.
Acknowledgement: The above infor-
mation was developed in part by the
Teacher Education program at Chan-
dler-Gilbert Community College and
presented at the National Associa-
tion of Community College Teacher
Education Program (NACCTEP) con-
ference, February, 2004.
Develop initiative.
Volunteer your assistance by developing bulle-
tin boards, working with students who are hav-
ing specific problems, developing supplemen-
tary learning strategies, planning activities for
instructional enrichment, etc.
In short, volunteer to do something that allows
the teacher to focus on teaching and not on
tasks where you could take charge.
Remember—do not expect your supervising
teacher to lead you through the placement.
Look for opportunities to volunteer assistance
and support to both teachers and students.
Confidentiality is essential if your supervising
teacher is to gain respect for you and trust in
you as a colleague.
Confidentiality is essential. Refrain from
discussing a student's personality, prob-
lems, learning difficulties, or behaviors
outside of the placement site.
The same holds true for the teaching
professionals with whom you come in
contact at your placement site.
Any problems relating to the students
must be reported to the teacher.
If a disturbance occurs outside of the
classroom, find a teacher or the principal
to quell it. Do not attempt to break up
fights or physically intervene.
Some students may want to confide in
you about issues or problems in their
lives. If they do, listen and offer whatev-
er advice you consider reasonable or
refer them to the guidance office. Do not
confide in students.
You are encouraged to join the Student
Virginia Education Association. This stu-
dent organization is part of the Virginia
Education Association—the professional
organization for teachers in Virginia.
Your membership will afford you liability
protection during your internship should
you need it. In addition, VEA newsletters
and magazines will keep you abreast of
current trends and issues related to pub-
lic school education and the teaching
profession.

39
Name of Student:
__________________________________________
Supervising Teacher:
__________________________________________
School/School District
__________________________________________
Please rate the intern assigned to you according to the following scale:
4 = Area of Strength
3 = Area of Proficiency
2 = Target for Growth
1 = Unsatisfactory
NA = Not Applicable/Not Observed
1. Instructional Skills—Organization and delivery of instruction. (Indicators: effectively design lesson plans, engage students actively in a vari-
ety of activities, provide formative assessment/effective response to students, make adjustments to lesson plan as needed, differentiation. Please
circle all indicators that apply to this student.)
Rating: ____Comment:
2. Assessment Skills— Evaluation and providing feedback that encourages student progress, measures student achievement, and adjusts teaching
where necessary. (Indicators: responses to students, identifies areas of strength and areas of development in lesson plan and engagement of stu-
dents, demonstrates working knowledge of summative and formative assessment as well as differentiation, understands data-driven decision
making. Please circle all indicators that apply to this student.)
3. Management Skills—Creation of an organized and positive learning environment that includes lesson design that supports active engagement
of learners. (Indicators: initiative/resourcefulness, enthusiasm/engagement, understanding of children/students, knowledge of subject, effective-
ness of assistance to others, ability to stimulate student interest and respond to student issues, ability to manage and adjust learning plan as need-
ed, ability to diffuse student conflict/disruption, redirect, promote positive classroom environment, manage time effectively)
4. Professionalism—Demonstration of a commitment to professional ethics and growth in order to improve individual competence and skills
consistent with division and professional standards. (Indicators: attendance, punctuality, personal appearance and dress, confidentiality, attitude,
use of English language, cooperation, dependability, response to teachers, and reflective practice/self-assessment)
Additional comments are welcome! Please use the back of this sheet as
needed or attach a separate sheet as needed.
If you have any questions, please contact the director at the phone
number or email provided below.
Upon completion, please fax, mail or email a copy of this evaluation to
the following address:
Julia Tucker-Lloyd, Director
1651 East Parham Road
Richmond VA 23228
804-523-5669
804-523-5670(FAX)
Field Placement EVALUATION

40
Dear Supervising Teacher:
Thank you for working with a student intern from the VCCS Career Switcher Program. Our Career Switchers have been
placed in school divisions throughout the Commonwealth of Virginia to derive a quality experience in the classroom
throughout their Career Switcher professional studies. This experience is a requirement resulting from enrollment in the
VCCS Career Switcher program. Switchers are required to complete a minimum of forty (40) hours in the classroom
under your direction, assisting you and offering instructional assistance to individual students and small groups of stu-
dents. They also have a checklist of activities in which we hope they will be afforded the opportunity to participate.
Please complete the attached evaluation form and discuss your feedback with your switcher. We hope that this en-
tire field placement activity and evaluation is a real growth experience for our students. You may give your complet-
ed evaluation to the switcher or send it directly to me.
If you have any questions, concerns, or problems relating to your career switcher, please call me at 804-523-5668 or
send me an email at jtucker-lloyd@ccwa.vccs.edu.
This is a critical part of the Level I training experience that prepares this candidate for their continued training in the
Level II training experience. This Level II experience, in turn, prepares them in the field to be an effective teacher in
the Commonwealth through this state- approved route to licensure. Thank you very much for assisting us with this
placement activity.
Sincerely,
Julia Tucker-Lloyd, Director
EducateVA.com
1651East Parham Road
Richmond, VA 23228
804-523-5671
FAX 804-523-5670
www.educateva.com
"Treat people as if they were what they ought to be and you help them become what they are capable of becoming." -- Goethe

41
The Process:
Please note: Specific directions
for how to use Google Docs will
be posted in “Teaching Video” link
(and we will review these during the 3rd Saturday session.)
IMPORTANT: Prior to the filming of your video, you must make sure you have one
of the following ports on your camcorder – USB or FireWire. Otherwise, you will
NOT be able to convert your video to Windows Movie Maker and you would have
to film your video again. Instructions for converting and uploading your video are
contained in this folder.
Also IMPORTANT: Although most of you have Windows Movie Maker on your
computers, the software is available for free download at http://
www.microsoft.com/windowsxp/downloads/updates/moviemaker2.mspx.
Reflective Practice in Action
Teaching Video

42
As a requirement for the program you will video a lesson that you are delivering during your field placement. This is to be of you actively en-
gaged in instructional delivery in a whole group or small group setting. This may be from a lesson plan you have developed and had approved by
your cooperating teacher, or from a lesson plan your cooperating teacher has developed.
Your students should also be actively engaged in the lesson – not just listening to a lecture!
The lesson should include:
focus (activating prior knowledge, connecting to students' lives, or some other way to 'hook' your students),
lesson delivery
closure
some informal assessment of student engagement/performance
Securing a recording device is the responsibility of the career switcher. Most school libraries have video
equipment, but check to see if it will convert to WMV.
Securing permission from your cooperating teacher to videotape is your
responsibility and must be discussed with the cooperating teacher at the
beginning of the placement. Any administrative issues pertinent to your
school (permission slips for students, etc) must be addressed by you.
After completion of the video, you will write a self evaluation of your teaching performance using the prompts in the Videotape Self-
Evaluation guidelines. Videotapes and written evaluations are to be submitted as soon as completed or no later than December 5th!
REMINDER: Be sure and check with your field placement cooperating teacher to ensure that you are in compliance with all
school policies and procedures. We should not see students’ faces, nor should there be any last names used or any other iden-
tifying information about students revealed. These videos will not be used for any purpose other than this one.
Reflective Practice in Action
Teaching Video

43
Learning to self evaluate is an
important step towards be-
coming a reflective and effec-
tive teacher. Reflection on the
videotape using the questions
below will reveal some exciting things about personal strengths
and talents for teaching, while other aspects will identify areas
of needed improvement. One of the advantages of videotaping is
the opportunity to accomplish reflection necessary for profes-
sional growth. You may be the best judge of your own strengths
and weaknesses in teaching!
Using the questions below, comment on each aspect of your teaching based on the
video referring to specific details from the video:
1. Did student/teacher interactions create an environment conducive to learning and maximize the use of instructional time?
2. Were the lesson objectives clearly presented and appropriate for the students?
3. In what ways were the instructional strategies I chose effective or ineffective?
4. Did I model interest in learning and motivation to learn?
5. Were all of the students actively/intellectually engaged in learning?
6. What questioning techniques did I use to stimulate curiosity, encourage higher order thinking and problem solving, and reinforce
learning?
7. Was there an opportunity for measuring student success?
8. What personal habits did I display that may be a distraction to student learning?
9. What was the ratio of “teacher talk” to “student talk”?
10. What do I see as strengths in the lesson? What revisions will I make the next time I teach this lesson?
(Note: The purpose of this assessment is not to convince an audience that you are an effective teacher based on the evidence on vid-
eo. This is a clinical experience with another class and is not the same as your own. The purpose of this assessment is to help you
Peer & Self Assessment
Teaching Video

44
Learning Environment Expectations:
Punctuality – Respect schedules, arrive/depart on time, and notify others
when changes are necessary.
Courtesy - Assist others, acknowledge the presence of others, and be con-
siderate of others while they work, study or speak.
Distractions – Turn off cell phones and other electronic devices in class,
labs, libraries, and meetings.
Consideration – Keep your college areas clean, orderly, and ready for use
by others.
Accountability – Take credit only for work that is yours. Make yourself
accountable for the information you release.
Participation – Help everyone feel welcome to participate and freely ex-
change ideas without interruption.
Preparation – Come prepared and focus solely on the business at hand.
Privacy – Keep confidential discussions in private spaces.
Professionalism – Model and develop behavior that will foster success in
the workplace.
Privacy - Keep confidential discussions in private places.
Respect – Respect all backgrounds, cultures, and contributions.
Responsibility – Acknowledge errors and express willingness to correct
them.
Statement of Student Rights
This statement of rights and responsibilities is designed to
clarify those rights, which the student may expect to enjoy as
a member of the student body of a community college and
the obligations which admission to the college places upon
the student.
The submission of an application for admission to a commu-
nity college represents a voluntary decision on the part of the
prospective student to participate in the programs offered by
the institution pursuant to the policies, rules, and regulations
of the community colleges and rules and regulations of the
State Board of Community Colleges. In turn, college approval
of that application represents the extension of a privilege to
join the college community and to remain a part of it so long
as the student meets the required academic and behavior
standards of the college system.
Each individual student is guaranteed the privileges of exer-
cising his/her rights without fear or prejudice. Such rights
include the following:
• Students are free to pursue their educational goals; appro-
priate opportunities for learning in the classroom and on the
campus shall be provided by the college or curricula offered
by the college.
• No disciplinary sanctions may be imposed upon any student
without due process.
• Free inquiry, expression, and assembly are guaranteed to
all students provided their actions do not interfere with the
rights of others or the effective operation of the institution.
• Academic evaluation of student performance shall be nei-
ther arbitrary nor capricious.
• The college and members of the college community have
the right to expect safety, protection of property and the conti-
nuity of the educational process.
• Upon written request to the Director of Admissions and Rec-
ords, a student will be permitted to inspect and review his/her
permanent educational record within forty-five (45) days fol-
lowing the date on which the request

45
Dr. Sean Coffron—Lead Instructor, Professional
Projects & Curriculum and Instruction
RUBRICS
Education is the mother of leadership.
Wendell L. Willkie

46
Writing Assignment Criteria Does Not Meet
Graduate Writing
Standards
(0-2 points or
0-4points)
Meets Limited
Standards for
Graduate Writing
(3 points or 6 points)
Meets Standards
Meets Standards
With Strength
(4.5 points or 9 points)
Meets Standards with
Distinction
(5 points or 10 points )
Content:
Response Quality
No evidence present
of having read as-
signed readings.
Based on personal
opinion or limited
reporting of loosely
connected facts.
Minimal, needs work
to establish clarity of
ideas and more
engagement with con-
tent.
Low level of under-
standing/limited analy-
sis demonstrated of
issues discussed.
Largely informational
in nature with some
higher-order thinking
towards analysis, eval-
uation, or creative
thinking.
Repeats basic correct
information but does
not link ideas to the
primary sources nor
provide critical analy-
sis of evidence.
Exhibits good insights and/
or understanding, argues
using relevant evidence:
Relates the issue to prior
material, offers comparisons
or relates course material to
practice and/or to another
class/module. Demonstrates
significant higher-order
thinking.
Shows critical and/or creative
thinking and knowledge of all
required readings.
Poses provocative interpretation
that extends to make a critical
(evaluative) analysis, contributes
new information and insights, links
ideas presented directly to primary
sources and other evidence. Applies
material. Demonstrates remarkable
higher-order thinking.
Form:
Grammar /Mechanics
& Academic Citations
Not written in a
professional format:
contains multiple
grammar, punctuation
or spelling errors
Does not use citations
or accurate APA style.
Written in professional
format; however,
grammar/mechanics
errors are still present
and distracting. Cita-
tions are limited or
inaccurate and may be
inconsistent in using
APA style.
Written in professional
format with no gram-
mar and mechanics
issues. May have one
or two incomplete
documentation/
references, but minor
and limited in nature.
APA style is con-
sistent, and there are
satisfactory citations.
Professional presentation
with subheadings and form
that fits content, error-free
correct grammar/mechanics
and spelling. Solid docu-
mentation of effective refer-
ences are present and used
well.
Professional presentation with sub-
headings, and form that really high-
lights the content exceptionally well.
Exceptional use of effective
references to all readings and other
primary sources. Exemplary
documentation of references is pre-
sent.
Professionalism:
Timeliness and
Thoughtful Peer
Response to
Classmates
Did not respond to
three colleagues. Did
not respond on time.
Substantial missing
components such as
incomplete response to
entire prompt.
Did not meet dead-
lines for peer respons-
es, but did meet dead-
line for initial post/vice
-versa. Did not re-
spond to colleagues in
a meaningful way or
responded in a limited
way.
Met post and peer
response deadlines and
shows some insight in
peer responses.
Demonstrates analysis,
evaluation, or creation
of new questions in a
meaningful way.
Met deadline with some
notable degree of insight;
responded in a meaningful
way.
Demonstrates strong analy-
sis, evaluation, or creation of
new questions in a meaning-
ful way.
Met stated deadlines; responded to at
least three colleagues in a meaningful
way that furthered the discourse or
ideas remarkably and in a creative
fashion that demonstrates attention to
detail and strong analytical skills as
well as reflective practice.
Writing Assignment Rubric

47
 Effective Use of Video/Film/Visual Media
 Effective Use of Music/Auditory Media
 Motivation
 1st Day or Week of School
 PAT
 Communicating with Parents/Community Effectively
 Managing Assessment
 Managing Grading
 Effective Collaborative Grouping
 Effective Classroom Design
Curriculum & Instruction
 Socratic Seminar/effective student discussion
 Effective Use of PowerPoint/presentation software
 Interactive Note-Taking
 Using a Portfolio for Assessment
 Student-Generated Assessments
 Using the Web—Beyond Research
 Handling Homework Effectively
 Developing Effective Traditional Assessments
 Developing Effective Alternative Assessments
 Performance Assessments
Reading and Writing in the Content Area
 Reader’s Theatre
 Writing to Learn
 Information Literacy
 Adolescent Literature: (select one)
Life of Pi
The Giver
Number the Stars
Hatchet
Winterdance
Harry Potter Series
Twilight Series
Don’t see a topic you like? DEVELOP ONE!
Topic Options
CATEGORY
4—
Sophisticated 3—Strong 2—Adequate 1—Emergent
Requirements All requirements are
met and exceeded.
All requirements are
met.
One requirement
was not completely
met.
More than one re-
quirement was not
completely met.
Research &
Content
Covers topic in-
depth with details
and examples. Sub-
ject knowledge is
excellent. Shows a
large amount of orig-
inal thought.
Includes essential
knowledge about the
topic. Subject
knowledge appears
to be good. Product
shows some original
thought.
Includes essential
information about
the topic but there
are 1-2 factual er-
rors. Uses other
people’s ideas (with
credit) but little evi-
dence of original
thinking.
Content is minimal
OR there are sever-
al factual errors.
Uses other people’s
ideas without specif-
ic credit/vague cred-
it.
Interactive
Presentation
Well-rehearsed with
smooth delivery that
holds audience at-
tention. Theory has
been put into prac-
tice and made
adaptable. Debrief-
ing is skillfully exe-
cuted.
Rehearsed with fair-
ly smooth delivery
that holds audience
attention most of the
time. May lack
some adaptability.
Debriefing is solid.
Delivery not smooth,
but able to maintain
interest of the audi-
ence most of the
time. Inconsistently
engages audience.
Debriefing lacks
depth and detail.
Delivery not smooth
and audience atten-
tion often lost. Audi-
ence not engaged.
Adaptability is lack-
ing and debriefing
shows no command
of topic.
Annotated
Bibliography
Includes complete
and professionally
cited annotated bibli-
ography with engag-
ing summary written
with evaluative ele-
ments such as clari-
ty, scope of work,
bias and intended
audience, and au-
thor’s qualifications.
Includes complete
and professionally
cited annotated bibli-
ography with all
evaluative aspects
of summary written
with clarity.
Product contains
minor citation errors
and 1-2 sources
may lack relevance.
One of the required
evaluative elements
is missing.
Product contains
several citation er-
rors, may be miss-
ing a source or two
or have sources with
questionable rele-
vance. More than
one of the required
evaluative elements
was missing.
Collaboration The workload ap-
pears to be divided
and shared equally
by all team mem-
bers.
The workload is
divided and shared
fairly by all team
members, though
workloads may vary
from person to per-
son.
The workload was
divided, but one
person in the group
is viewed as not
doing his/her fair
share of the work.
The workload was
not divided but fo-
cused on one pre-
senter OR several
people in the group
are viewed as not
doing their fair share
of the work.
Project Rubric

48
Field Placement - Activity List
Required activities – field placement must
take place in the content area in which you
are becoming endorsed:
_____ Request an entrance interview with the
principal or his/her designee to become
acquainted with the regulations, procedures, and
routines of the school.
_____ Discuss with the teacher any special re-
quests he/she may have and become familiar
with the classroom routines and expectations.
_____ After a brief period of observation in the
classroom, you are to become actively
involved. You should assist the teacher with
assigned responsibilities (ie: grading
papers, changing bulleting boards, etc.)
_____ Work with small groups and/or the entire
class to deliver a mini-lesson that may
be designed by you or from the teacher’s lesson
plans. This lesson should be videotaped. The
tape should be sent to your assigned instructor.
(See next page for 5 additional requirements
from a list of options.)
Field Placement Journal Rubric
CATEGORY 5 Sophisticated 4 Strong 3 Adequate 2/1 Emergent
Background In-
formation Expla-
nation: School,
Content, Grade
Level, Concepts
Very clear and pre-
cise description of
your specific field
placement setting
and school environ-
ment.
Clear description of
your field placement
setting and school
environment.
Adequate infor-
mation of your field
placement setting
and limited details of
school environment.
Unclear or missing
information about
your field placement
setting and/or envi-
ronment.
Observations &
Reflections
(What You See)
Insightful reflections
that pinpoint critical
observations and
analysis of student
performance and
teacher practice.
Clear reflections that
show some mean-
ingful critical obser-
vations and analysis
of student perfor-
mance and teacher
practice.
Adequate reflections
of observations of
student performance
and teacher prac-
tice, but some ele-
ments are weak or
missing.
Limited reflections
and observations of
student performance
and teacher practice
that neglect critical
areas and may be
simply critical in
nature.
Activities & Re-
flections (What
You Do)
Demonstrates effec-
tive engagement in
all selected activities
and meaningful and
effective reflection
on the activities as
they relate to teach-
ing.
Demonstrates some
meaningful engage-
ment in selected
activities and some
effective reflection of
these activities as
they relate to teach-
ing.
Limited or unclear
level of engagement
in activities and lim-
ited or some missing
reflection on these
activities as they
relate to teaching.
Listing of activities
demonstrates very
limited engagement
in activities and al-
most no reflection
on these activities
as they relate to
teaching.
Applications to
Your Teaching
Practice
Demonstrates in-
sightful applications
to personal teaching
philosophy, meth-
ods, and classroom
management.
Demonstrates some
insightful applica-
tions to personal
teaching philosophy,
methods, and class-
room management,
but may lack one of
these elements.
Demonstrates lim-
ited applications to
teaching philosophy,
methods, and class-
room management.
Demonstrates lack
of insight or clear
application of expe-
rience to teaching
philosophy, meth-
ods, and classroom
management.

49
Requirements for Portfolio (In this Order)
 Cover Letter (to a specific school—model
for others you will write)
 Teaching Resume
 Educational Philosophy (Foundations I)
 Classroom Management (Classroom
Management Plan)
 Evidence of Reflective Practice Self or
Peer Analysis of Teaching Video
 Lesson Plan 1 (Curriculum & Instruction)
 Lesson Plan 2 (Methods)
 Lesson Plan 3 Directed Reading Plan
(Reading in the Content Area)
CATEGORY
4—
Sophisticated 3—Strong 2—Adequate 1—Emergent
Requirements All elements are pre-
sent and there are
additional relevant
items.
All elements are pre-
sent.
One or two elements
are missing.
Several or many
elements missing.
Cover Letter &
Resume
Professional quality
with engaging con-
tent that makes the
reader want to con-
tinue reading portfo-
lio.
Quality presentation
with content that
may make the reader
want to continue
reading portfolio.
Lacks consistent
quality in presenta-
tion and does not
necessarily make the
reader want to read
portfolio.
This resume and
cover would not
merit further review.
Educational Phi-
losophy
Strong voice com-
municates passion-
ately a desire to
teach and effectively
promote student
learning in innova-
tive instruction.
Some strength in
communicating de-
sire to teach and
promote student
learning in solid
strategies.
Lacks consistent
voice and is unclear
or generic in com-
municating how to
promote student
learning.
This educational
philosophy lacks
clear communication
of belief or an un-
derstanding of how
to promote student
learning.
Classroom Man-
agement Plan &
Evidence of Re-
flective Practice
Sophisticated plan
shows a very posi-
tive and proactive
approach that is spe-
cific and is in sync
with philosophy.
Very strong evidence
of reflective practice
skills.
Strong plan that
shows positive and
proactive elements
and is somewhat in
sync with education-
al philosophy. Evi-
dence of reflective
practice is obvious.
Shows a basic plan
for management
that may be reactive
rather than proactive
and not in sync with
educational philoso-
phy. Some evidence
of reflective practice.
Very limited plan that
does not connect to
educational philoso-
phy. No significant
evidence of reflective
practice.
Lesson Plans All elements of BD
are present and inno-
vative with all sup-
porting materials
for formative and
summative assess-
ment.
Most elements of
BD are present and
strong with almost
all supporting mate-
rials for summative
and formative as-
sessment.
Missing balance of
elements of BD with
missing materials for
formative and sum-
mative assessment.
Lesson plans do not
communicate ele-
ments of BD and
may not include any
formative or summa-
tive assessment ma-
terials.
Portfolio Rubric

50
Assignment Criteria Does Not Meet
Standards
(0-2 points or
0-4points)
Meets Limited
Standards
Meets Standards
Meets Standards
With Strength
(4.5 points or 9 points)
Meets Standards with
Distinction
(5 points or 10 points )
Self Response
Quality
No evidence present of
having responded re-
flectively or viewed
specifically the video.
Needed work to estab-
lish clarity of ideas and
more engagement with
content of video.
Low level reflective
practice.
Some higher-order
thinking towards anal-
ysis, evaluation, or
creative thinking.
Engages in solid re-
flective practice.
Exhibits good insights and/
or understanding, argues
using relevant evidence:
Relates the issue to prior
material.
Demonstrates a high level of
reflective practice.
Poses provocative interpretation
that extends to make a critical
(evaluative) analysis, contributes
new information and insights, links
ideas in unusual ways.
Demonstrates highly professional
reflective practice of an advanced
perspective.
Peer Response
Quality
No evidence present of
having responded re-
flectively or viewed
specifically the video.
Low level of effective
feedback given—very
limited explanation of
what went well and
why and what may
have been done differ-
ently and why.
Acceptable level of
effective feedback
given—very limited
explanation of what
went well and why
and what may have
been done differently
and why.
Professional level of effec-
tive feedback given—very
solid explanation of what
went well and why and what
may have been done differ-
ently and why. Demon-
strates significant engage-
ment and investment.
Professional level of effective feed-
back given— demonstrates remarka-
ble engagement and investment in the
response that shows great potential for
professional collaboration.
Video Response
Process
Did not post video on
time or in a format that
was accessible.
Did not provide effec-
tive self or peer re-
sponse.
Did not post video on
time or did not re-
sponds effectively to
either the self response
or the peer response,
but one was accepta-
ble.
Posted an accessible
video and provided
solid self response and
solid peer response
that showed clarity
and the ability to en-
gage reflectively. All
elements submitted in
a timely fashion with
relative smoothness.
Posted an accessible video
and provided remarkable
self response and solid peer
response that showed clarity
and the ability to engage
reflectively. The process of
posting and reflective ex-
change of ideas went very
smoothly between partners.
Posted a video that incorporated extra
editing details that added to the view-
ing experience and provided remarka-
bly effective self and peer response
that demonstrated excellent manage-
ment and execution of the process.
Teaching Video Rubric

51
Dr. Mark Strickler—Lead Instructor, Curriculum &
Instruction
LEVEL II & LICENSURE
The true aim of every one who aspires to be
a teacher should be, not to impart his own
opinions, but to kindle minds.
F. W. Robertso

Fall 2012 Gen Ed Program Guide(1)

Fall 2012 Gen Ed Program Guide(1)

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