NEW MEXICO JUNIOR COLLEGE

MISSION STATEMENT

Elementary Field Experience

SYLLABUS

  1. GENERAL COURSE INFORMATION
  2. A. Course Title: Elementary Field Experience
    B. Course Number: ED 253 - 30020
    C. Semester: Fall 2017
    D. Days/Time: -
    E. Credit Hours: 3
    F. Instructor: Wong, Ruth
    G. Office: Mansur Hall (MH) 129D
    H. Email Address: RWong@nmjc.edu
    I. Office Phone: (575) 492-2839
    J. Office Hours: Monday: 4:00:00 PM-6:00:00 PM (MST);
    Tuesday: 9:00:00 AM-12:00:00 PM (MST);
    Thursday: 9:00:00 AM-12:00:00 PM (MST);
    Virtual Wednesday: 9:00:00 AM-10:00:00 AM (MST);
    Virtual Friday: 9:00:00 AM-10:00:00 AM (MST);
    If you are unable to meet during scheduled office hours, please contact me for an appointment.
    K. Time Zone: Mountain Time
    L. Prerequisite(s):
    M. Corequisite(s):
    N. Class Location:
  3. COURSE DESCRIPTION

    The student enrolled in this course will be assigned to an elementary classroom. Class meetings will provide opportunities to reflect and to discuss experiences. Communication, classroom management, organization, and lesson preparation will be emphasized. The student must attain a “B” or better in order to pass this course. This is a three credit hour course. Prerequisite(s): ED 243 Teaching Elementary Reading, ED 243A Elementary Curriculum & Teaching Methods, and ED 243B Early Literacy & Young Children

  4. COURSE RATIONALE / TRANSFERABILITY

    The NMJC Alternative Licensure Program in Elementary Education is designed for individuals who possess a desire to teach in elementary schools, but have a bachelor’s or higher level degree in a field other than education. This course does not meet any requirements for any other teacher education program. If the student is planning to transfer to a four-year college/university, the student should inquire at the receiving institution to see if the course will count toward degree requirements.

  5. REQUIRED / SUGGESTED COURSE MATERIALS

    Required:

    Strategies for Successful Student Teaching by Carol Pelletier Radford.
    Third edition, 2013 (978-0-13-705948-5)

    Suggested:

    Harbrace Essentials(2015) 2nd edition by Cheryl Glenn and Loretta Gray(978-1-285-45181-7)

    You can buy your books online at the NMJC Bookstore.

  6. GRADING POLICY

    Students attending New Mexico Junior College will be evaluated according to the following grading scale:

    						90 - 100%	=	A
    						80 -  89%	=	B
    						70 -  79%	=	C
    						60 -  69%	=	D
    					 	 0 -  59%	=	F
    

    Possible Grading Distribution
    Module Zero - 50 points
    Attendance and Participation - 100 (4 meetings worth 25 points each - these meeting will be virtual for those outside of Lea County, but will be face-to-face for those in Lea County. We will meet at NMJC in Mansur Hall, room 126)
    Discussion Board - (10 points each week) - 100
    Journal Activities - (25 points each) - 250
    Classroom Management Plan - 100
    3 Lesson Plans and Observations (written including assessments, taught, evaluated, and observed - one observed by mentor teacher, one videotaped and one observed by the professor)(100 points each) - 300
    Portfolio (see chapter 9) - 200
    Total - 1100

    Late work policy – All rubrics include a “timeliness” component. Points will be taken off for late work. Online, the assignment is available to you for one week after it is due. After one week, you will need to contact the professor to get information about the assignment.

    Grades for the course will be posted by the end of the day on Sundays of each week.

  7. INSTITUTIONAL STUDENT LEARNING OUTCOMES

    New Mexico Junior College’s institutional student learning outcomes represent the knowledge and abilities developed by students attending New Mexico Junior College. Upon completion students should achieve the following learning outcomes along with specific curriculum outcomes for respective areas of study:

  8. DEPARTMENTAL STUDENT LEARNING OUTCOMES

    The New Mexico Junior College Alternative Licensure Program provides students the opportunity to prepare for certification to teach K-8th grade in the state of New Mexico. The program includes the following courses:
    • Teaching Elementary Reading
    • Elementary Curriculum and Teaching Methods
    • Early Literacy and Young Children
    • Elementary Field Experience

    New Mexico Junior College's Education Department uses the Core Competencies established by the Higher Education Department in the State of New Mexico. By the end of the semester, students should be able to:

    -Analyze and evaluate oral and written communication in terms of situation, audience, purpose, aesthetics, and diverse points of view.

    -Express a primary purpose in a compelling statement and order supporting points logically and convincingly.

    -Use effective rhetorical strategies to persuade, inform, and engage.

    -Employ writing and/or speaking processes such as planning, collaborating, organizing, composing, revising, and editing to create presentations using correct diction, syntax, grammar, and mechanics.

    -Integrate research correctly and ethically from credible sources to support the primary purpose of a communication.

    -Engage in reasoned civic discourse while recognizing the distinctions among opinions, facts, and inferences.

  9. SPECIFIC COURSE STUDENT LEARNING OUTCOMES

    Elementary Field Experience emphasizes the practical application of the previous courses.

    By the conclusion of this course, the successful student should be able to

    • analyze and evaluate the effect of his or her choices and actions on others and should be able to use this knowledge to improve learning processes A1;
    • identify opportunities to grow professionally, to research educational issues, and to use this information to become a life-long learner A2;
    • apply strategies identified in current educational journals in the classroom as well as monitor their effects A3;
    • discuss the educator code of ethics, professional standards, legal requirements of teachers and schools, and the structure of all educational systems A5;
    • identify relevant legal requirements of teachers and schools as well as identify the structure of local, state, and federal agencies and educational systems A6, A7;
    • identify effective models of classroom management C1;
    • develop and implement a classroom management plan C2;
    • arrange the classroom environment for individual optimal learning and student success as well as provide a safe classroom environment for children C3, C4, C5;
    • demonstrate seeking student input for classroom procedures, rules, and consequences as well as demonstrate collaborating with specialists, support personnel, parents, and administrators for the success of the individual style C6, C8;
    • model positive social interaction C7;
    • use data collection techniques to document classroom management C9;
    • manage time and materials effectively to minimize distractions and disruptions C10;
    • use observations skills and effective questioning techniques for informal assessment D7, D8, K13;
    • design learning activities that foster equitable, ethical, and legal use of technology by students E1, E2;
    • use basic computer and technology operations to enhance learning in the classroom E1, E2;
    • organize and manage varied learning groups as appropriate in each of the disciplines according to the needs and/or interests of students and the goals of the lesson F2;
    • value the reciprocal relationship between the school and the community and demonstrate to students the importance of being an active part of the community G3, G8;
    • recognize that families and community can contribute to the educational process as teaching resources G4, G5;
    • apply their knowledge of inclusion in order to assist students in understanding social responsibilities and assist students with exceptionalities in having positive experiences in the regular classroom H10, H11;
    • discuss how to collaborate with special education teachers to monitor achievement and growth as set by an IEP H6, H7;
    • identify how children learn and develop and prepare learning opportunities that support their cognitive, social, aesthetic, emotional, and physical development I2;
    • develop curriculum and implement instructional strategies appropriate to the developmental level of each child I3;
    • evaluate intellectual, social, physical, and aesthetic development of the learner by using formal and informal assessment strategies D1;
    • apply fundamental concepts of science and social studies when teaching the subject matter J3a, J4c;
    • use knowledge of effective verbal, nonverbal, technological, and media communication techniques to foster active inquiry, collaboration, problem solving, and supportive interaction in the learning community K1;
    • identify ways that social interaction enhances thinking and learning K9;
    • distinguish cultural, dialectic, and gender differences and encourage expression that is context appropriate and culturally sensitive K10, K11; and,
    • use thoughtful and responsive listening strategies and encourage their students to use them as well K12.

  10. ADDITIONAL INFORMATION

    The instructor will respond to student e-mail within 48 hours.

  11. GENERAL/MISCELLANEOUS

    Students will be held responsible for the information on these pages.

    Academic Honesty
    Each student is expected to maintain the highest standards of honesty and integrity in online academic and professional matters. The College reserves the right to take disciplinary action, up to and including dismissal, against any student who is found guilty of academic dishonesty or otherwise fails to meet these standards. Academic dishonesty includes, but is not limited to, dishonesty in quizzes, tests, or assignments; claiming credit for work not done or done by others; and nondisclosure or misrepresentation in filling out applications or other College records. Cheating or gaining illegal information for any type of graded work is considered dishonest and will be dealt with accordingly.

    Americans with Disabilities Act (ADA) Information
    Any student requiring special accommodations should contact the Special Needs Student Services Coordinator at (575) 492-2576 or by e-mail at specialneeds@nmjc.edu.

    Attendance Policy
    Attendance is required at every session of each course for which the student is enrolled. When unavoidable circumstances make attendance impossible, students must provide a satisfactory explanation of their absences to their professors. College-sponsored activities are considered excused absences and the appropriate sponsor of those students who will be absent from class will notify professors. Students having absences due to college-sponsored activities will need to make arrangements with the affected classes / professor to take care of required work; however, arrangements for make-ups should be made within a reasonable time frame, usually within one week of the absence. Regarding make-up work, absences due to late registration are considered the same as regular absences.

    Cell Phones/Pagers
    All cell phones and pagers must be turned off when the student is participating in any lecture, laboratory, or other learning activity.

    Classroom Conduct
    The professor is responsible for maintaining a class environment best suited for effective learning. By registering for this class, the student is assumed to have entered into an agreement with New Mexico Junior College and the professor to attend the class regularly and to behave in an appropriate manner at all times. Disruptive behavior may result in the student being removed from the class.

    Food and Drink Policy
    Food items and soft drinks may not be consumed in NMJC classrooms. Students are also discouraged from bringing food and drink items into the classroom even though these items remain in sealed packaging. Bottled water is permissible.

    No Children in the Classroom
    In order to adhere to instructional procedures as well as maintain the safety of children, NMJC’s policy of no children in the classrooms (lecture, lab, etc.) will be followed.

    Plagiarism
    Offering the work of another as one’s own, without proper acknowledgment, is plagiarism; therefore, any student who fails to give credit for quotations or essentially identical expression of material taken from books, encyclopedias, magazines and other reference works, or from the themes, reports, or other writings of a fellow student, is guilty of plagiarism. Plagiarism violates the academic honesty policy and is considered cheating.

    Smoking/Use of Tobacco
    New Mexico Junior College is cognizant of the health hazards associated with smoking / use of tobacco for the smoker, as well as the non-smoker. In an effort to provide a healthy environment for students, employees, and others who may frequent the campus, NMJC prohibits smoking / use of tobacco inside any campus building or facility.

    Tutoring Assistance
    Free tutoring services are available to all NMJC students through Brainfuse and the Academic Success Center located in Mansur Hall room 123 and 124.

    Withdrawal Policy
    Regular, punctual attendance is required for all classes at NMJC. Although the professor has the right to drop any student who has missed the equivalent of 2 weeks of instruction (based on a 16 week semester) whether it’s a face to face, online, or a hybrid course, it is not guaranteed that the professor will drop the student. If the student chooses to stop attending a class, he/she should withdraw from the class by accessing your student account in the T-Bird Web Portal at www.nmjc.edu, or submitting the required paperwork to the Registrar’s Office by 5:00 p.m. on Tuesday, November 21, 2016. All students are encouraged to discuss their class status with the professor prior to withdrawing from the class.

  12. CRITICAL INCIDENT AND EVACUATION PLAN
  13. ACADEMIC CALENDAR
  14. FINALS SCHEDULE
  15. COURSE OUTLINE

    Weekly Schedule

    All assignments are due on Sunday nights at midnight.

    Week 1
    Module Zero - must be completed before the discussion board question and Journal activity.
    Read Chapter 1
    1 discussion board question
    *Journal Activity for Chapter 1


    Based on the following competencies:
    • discuss the educator code of ethics, professional standards, legal requirements of teachers and schools, and the structure of all educational systems A5;
    • identify relevant legal requirements of teachers and schools as well as identify the structure of local, state, and federal agencies and educational systems A6, A7;

    Week 2
    Read Chapter 2
    1 discussion board question
    Journal Activity for Chapter 2
    First meeting


    Based on the following competency:
    • value the reciprocal relationship between the school and the community and demonstrate to students the importance of being an active part of the community G3, G8;

    Week 3
    Read Chapter 3
    1 discussion board question
    Journal Activity for Chapter 3


    Based on the following competency:
    • value the reciprocal relationship between the school and the community and demonstrate to students the importance of being an active part of the community G3, G8;

    Week 4
    Read Chapter 3
    Work on Lesson Plan and Observation(written including assessments, taught, evaluated, and observed by professor)- due after the professor observes you

    Based on the following competencies:
    • apply strategies identified in current educational journals in the classroom as well as monitor their effects A3;
    • design learning activities that foster equitable, ethical, and legal use of technology by students E1, E2;

    Week 5
    Read Chapter 4
    1 discussion board question
    Journal Activity (Part 1) for Chapter 4


    Based on the following competencies:
    • identify opportunities to grow professionally, to research educational issues, and to use this information to become a life-long learner A2;
    • identify ways that social interaction enhances thinking and learning K9;

    Week 6
    Read Chapter 4
    1 discussion board question
    Journal Activity (Part 2) for chapter 4


    Based on the following competencies:
    • identify effective models of classroom management C1;
    • demonstrate seeking student input for classroom procedures, rules, and consequences as well as demonstrate collaborating with specialists, support personnel, parents, and administrators for the success of the individual style C6, C8;
    • distinguish cultural, dialectic, and gender differences and encourage expression that is context appropriate and culturally sensitive K10, K11;

    Week 7
    Read Chapter 4
    1 discussion board question
    Assignment: Classroom Management Plan
    Second meeting

    Based on the following competencies:
    • develop and implement a classroom management plan C2;
    • arrange the classroom environment for individual optimal learning and student success as well as provide a safe classroom environment for children C3, C4, C5;
    • manage time and materials effectively to minimize distractions and disruptions C10;

    Week 8
    Read Chapter 5
    1 discussion board question
    Journal Activity (Part 1) for Chapter 5


    Based on the following competency:
    • model positive social interaction C7;

    Week 9
    Read Chapter 5
    Journal Activity (Part 2) for Chapter 5


    Based on the following competency:
    • use data collection techniques to document classroom management C9;


    Week 10
    Read Chapter 6
    Assignment: Lesson Plan (written including assessments, taught, evaluated, and videotaped or observed by mentor teacher or principal)


    Based on the following competencies:
    • use observations skills and effective questioning techniques for informal assessment D7, D8, K13;
    • develop curriculum and implement instructional strategies appropriate to the developmental level of each child I3;

    Week 11
    Read Chapter 6
    1 discussion board question
    Journal Activity for Chapter 6
    Third meeting

    Based on the following competency:
    • evaluate intellectual, social, physical, and aesthetic development of the learner by using formal and informal assessment strategies D1;

    Week 12
    Read Chapter 7
    1 discussion board question
    Journal Activity (Part 1) for Chapter 7

    Based on the following competencies:
    • apply their knowledge of inclusion in order to assist students in understanding social responsibilities and assist students with exceptionalities in having positive experiences in the regular classroom H10, H11;
    • discuss how to collaborate with special education teachers to monitor achievement and growth as set by an IEP H6, H7;

    Week 13
    Read Chapter 7
    Journal Activity (Part 2) for Chapter 7

    Based on the following competencies:
    • use basic computer and technology operations to enhance learning in the classroom E1, E2;
    • use thoughtful and responsive listening strategies and encourage their students to use them as well K12

    Week 14
    Thanksgiving - no assignments

    Week 15
    Read Chapter 8
    1 discussion board question
    Assignment: Lesson Plan (written including assessments, taught, evaluated, and videotaped or observed by mentor teacher or principal)


    Based on the following competencies:
    • analyze and evaluate the effect of his or her choices and actions on others and should be able to use this knowledge to improve learning processes A1;
    • organize and manage varied learning groups as appropriate in each of the disciplines according to the needs and/or interests of students and the goals of the lesson F2;
    • identify how children learn and develop and prepare learning opportunities that support their cognitive, social, aesthetic, emotional, and physical development I2;
    • apply fundamental concepts of science and social studies when teaching the subject matter J3a, J4c;
    • use knowledge of effective verbal, nonverbal, technological, and media communication techniques to foster active inquiry, collaboration, problem solving, and supportive interaction in the learning community K1;

    Week 16
    Read Chapter 9
    Fourth meeting
    Assignment: Portfolio


    The portfolio presentation will be your final exam. The last meeting will be Monday of finals week.

    Based on the following competencies:
    • analyze and evaluate the effect of his or her choices and actions on others and should be able to use this knowledge to improve learning processes A1;
    • identify opportunities to grow professionally, to research educational issues, and to use this information to become a life-long learner A2

    Updated: 4/7/2017

    **Note: The preceding information may be changed at the discretion of the instructor as needed or warranted.**