NEW MEXICO JUNIOR COLLEGE

Elementary Field Experience

SYLLABUS

  1. GENERAL COURSE INFORMATION
  2. A. Course Title: Elementary Field Experience
    B. Course Number: ED 253 - 30020
    C. Semester: Fall 2019
    D. Days/Time: -
    E. Credit Hours: 3
    F. Instructor: Newman, Lynda
    G. Office: Mansur Hall (MH) 129C
    H. Email Address: LNewman@nmjc.edu
    I. Office Phone: (575) 492-2826
    J. Office Hours: Monday: 8:00:00 AM-9:45:00 AM (MST); 1:30:00 PM-02:30:00 PM (MST);
    Tuesday: 8:00:00 AM-12:30:00 PM (MST);
    Wednesday: 8:00:00 AM-9:45:00 AM (MST);
    Thursday: Office times will vary due to teacher observations conducted off campus.
    If you would like to meet with me but are unable to during my regular office hours (above), I will be happy to schedule an appointment with you.
    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:

    The First Days of School
    by Harry Wong
    Wong Publishing
    Only use the 5th edition
    978-0976423386
    Used texts are acceptable since no online supplement is required. Be sure you do purchase the 5th edition with the above ISBN #.

    Suggested:
    None.

    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
    

    Assignments

    Points per Assignment

    (7) Module Zero assignments

    3-10 points

    (2)  On campus class meetings

    25 points

    (6-8) Discussions

    20 points

    (3-4) Assignments

    20-100 points

    (2) Observations of other classroom teachers

    100 points

    (2)  Lesson plans plus observations of student’s teaching - by principal and mentor teacher

    100 points

    (1)   Lesson plan for observation of NMJC professor

    100 points

    (1)   Observation by NMJC professor

    100 points

    (1)   Classroom Management Plan

    100 points

    REPONSE TIME FRAME

    1.   Grading Schedule:  Depending on the amount of detail in a written assignment, students can normally expect to have written assignments graded within one to two weeks.  Some assignments will be returned more quickly, especially if the information is needed for a subsequent assignment.  Exams are graded upon submission, so students will be able to see their scores and the questions missed immediately. 

    2.   Course Grades:  Students may view their grades and their current average in class through the Canvas Gradebook, which averages the scores as soon as each grade is posted.  The standard NMJC grading scale is utilized.  Final Grades can also be seen through the T-Bird Web-Portal on the NMJC webpage.

    3.   Canvas Messages (use Inbox) – Students can expect me to reply to Canvas messages within 24 hours, Monday – Friday (noon).

    LATE WORK POLICY

    Late work will only be considered under unusual circumstances, deemed unavoidable by the professor, such as an emergency. Students must contact me within ONE WEEK of a missed deadline in order to have a late assignment or make-up test considered. Late work is noted and will not be accepted on a recurring basis. 

    DROP POLICY

    If you are having difficulty at any time during the semester, please contact me as soon as possible.  I will be happy to discuss possible solutions with you.  If you feel you may need to withdraw from the course, please discuss it with me, first.  A student who is unable to successfully complete the course must submit the proper paperwork to the Registrar’s Office by the deadline, or is in jeopardy of receiving an F.  Please note that it is the student’s responsibility to do so, not the instructor’s.

     

  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.

    From NMTEACH:
    Domain 2: Creating an Environment for Learning
    NMTEACH 2A: Creating an Environment of Respect and Rapport
    To what level are interactions in the classroom positive and productive?
    To what level are all student groups respected and valued in the classroom?
    NMTEACH 2B:Organizing Physical Space
    To what level do all students have equal access to learning resources and materials?
    To what level does the classroom environment support the day’s lesson?
    NMTEACH 2C:Establishing a Culture for Learning
    To what level do all students exhibit a learning energy during the lesson that supports
    engagement?
    To what level are all students encouraged to communicate with others to address learning goals?
    NMTEACH 2D:Managing Classroom Procedures
    To what level is the classroom culture and routine maximizing instructional time?
    To what level does the teacher use developmentally appropriate procedures to maximize instructional time?
    NMTEACH 2E:Managing Student Behavior
    To what level are student behavior expectations
    consistently monitored and reinforced?

    Domain 3: Teaching For Learning
    NMTEACH 3A: Communicating with Students in a Manner that is Appropriate to their Culture and
    Level of Development
    To what level are directions clearly delivered and understandable?
    To what level is content communicated in a clear, concise manner?
    NMTEACH 3B: Using Questioning and Discussion
    Techniques to Support Classroom Discourse
    To what level do all students have an opportunity to answer questions?
    To what level are questions thought provoking and rigorous?
    To what degree are questions designed and used to meet individual IEP goals?
    NMTEACH 3C: Engaging Students in Learning
    To what level are all students engaging in the lesson’s activities?
    To what level are activities sequential and aligned to the daily learning target?
    To what level are all students required to be intellectually engaged with the course content?
    NMTEACH 3D: Assessment in Instruction
    To what level does the teacher determine the understanding and needs of each student during the
    lesson?
    To what level are all students aware of how they will demonstrate understanding of the content/lesson?
    NMTEACH 3E: Demonstrating Flexibility and Responsiveness
    To what level does the teacher modify instruction within the lesson/class period?

  10. 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 at the Pannell Library on the 1st floor.

    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 19, 2019. All students are encouraged to discuss their class status with the professor prior to withdrawing from the class.

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

    Class Meetings – Two or more required class meetings will be held on the NMJC campus.  Those who live outside Lea County may join us virtually/online (to be discussed).   Check Canvas to be certain that plans have not changed, but the first class session on campus is planned for Thursday, JANUARY 24, 2019 (4:30 – 5:45) on the second floor of the NMJC library in BUC 236.  Check Canvas the first week of class to be certain of current room location, date, and time.

    v  Refer to the Canvas modules for more specific and updated information.

    v  The following schedule may be modified at the discretion of the professor as the semester progresses and will be adjusted to accommodate holidays and the NMJC academic calendar. 

    Week 1

    Module Zero assignments

    Start class assignments

    Week 2

    ·         Unit A:  Ch. 1 – 5

    The Teacher - Effectiveness and Success

    ·         #1 Class Meeting (campus or virtually): 

    Thursday 4:30 – 5:45 PM

    Week 3

    ·         Unit B:  Ch. 6 – 9

    Positive Expectations

    Week 4

    ·         Unit C:  Ch. 10 – 12

    Classroom Management

    Week 5

    ·         Unit C:  Ch. 13 – 15

    Classroom Management (continued)

    ·         #1 Observe Teacher

    Week 6

    ·         Unit D:  Ch. 16 – 17

    Lesson Mastery

    ·         #2 Observe Teacher

    Week 7

    ·         Unit D:  Ch. 18 – 21

    Lesson Mastery

    (continued)

    Week 8

    ·         Unit E:  Ch. 22 – 23

    The Professional

    Week 9

    ·         #1 Lesson Plan/Teacher or Principal Observation

    Week 10

    ·         When the Chips are Down by Richard Lavoie (Classroom management video)

    Week 11

    ·         #2 Lesson Plan/Teacher or Principal Observation

    Week 12

    See Canvas

    Week 13

    ·         #3 Lesson Plan/NMJC Professor Observation (scheduled appointment prior to this week)

    ·         Classroom Management Plan

    Week 14

    See Canvas

    Week 15

    ·         You Have Changed My Life (DVD)

    Week 16

    ·         #2 Class Meeting - Thursday 4:30 – 5:45

    Week 17

    To be discussed