1. Identifies own strengths and areas for improvement as learners (TCI.1.1)

2. Evaluates attributes as individuals, learners, and community members (TC I.1.2)

3. Works cooperatively with others (TC I.1.3)

4. Understands the factors contributing to self-esteem (TC I.1.4)

5. Understands the role of self-esteem in learning (TC I.1.5)

6. Recognizes the values and contributions of diverse populations (TC I.1.6)

7. Identifies and evaluates different learning styles (TC I.2.1)

8. Identifies the special needs and exceptionalities of learners and describes how these needs affect the learning process (TC I.2.2)

9. Identifies major physical, social, and personal challenges that can impede successful learning (TC I.2.3)

10. Encourages acceptance of diverse cultures, values, backgrounds and exceptionalities (TC I.2.4)

11. Sequences the physical stages of learners (TC I.3.1)

12. Recognizes and recalls the cognitive stages of learners (TC I.3.2)

13. Recognizes and distinguishes between the moral stages of learners (TC I.3.3)

14. Sequences the steps in the psychosocial stages of learners (TC I.3.4)

15. Understands the developmental changes in learners (TC I.3.5)

NOTE: Illustrations include suggested activities for attaining each performance standard. A check for () refers to a key feature to look for while assessing student performance.

1, 2. Student explores and examines his/her personal characteristics and values by creating a coat of arms OR quilt square to highlight his/her personal strengths and personality. The student shares 1-2 insights revealed through this activity and posts the coat of arms/quilt squares in the classroom.

As a culminating activity the student records self-reflections in an autobiographical essay examining himself/herself as an individual, a learner, and a community member. He/She includes a minimum of five experiences (accomplishments, successes, and challenges) making sure that the essay includes one success as a learner, one as an individual, one as a community member, and two other experiences that have been meaningful to the student. The student presents one entry to the class.

• participation

• writing conventions

• all required components

• communication skills

2, 6. The student eamines and interprets pictures from magazines that identify or represent his/her “real”, “secret”, and “never” selves and put together a poster entitled “Me From All Angles” as a representation tool. The student explains his/her choices in a written reflection that is entered into his/her portfolio.

• thoughtful reflection and assessment

• writing conventions

• all required components

• communication skills

3, 6. The student explores the question “Who Are We as a classroom community, as individuals, and as group members?” The student interviews a friend and determines how best to describe the friend. He/She then writes a 1-2 page paper answering the question, “How would my friend describe me?” and shares his/her paper with the class. The student participates in a class discussion about what things he/she learned from the activity and how this knowledge aff\

ects his/her work as an individual, group member, or classroom community.

• participation

• writing conventions

• thoughtful assessment

• communication skills

3, 5. The student examines a children’s story (i.e. Where The Wild Things Are) and identifies the elements of effective script development (unifying idea, episodes, conflict, characters, action, narration, and conclusion). Working with a small group of classmates the student develops a script for a children’s puppet show or short skit that illustrates the importance of self-esteem. The student performs the production for classmates to gain constructive feedback before performing for an audience of young children (visiting from a nearby elementary school, or from an on-site preschool). The student could create a big book in place of the skit or puppet show.

• writing conventions

• accurate script elements

• creativity

• communication skills

4, 5. The student reads “Self Worth: The Pot Nobody Watches” and participates in a class discussion about the importance of self-esteem and the factors that contribute to a positive or negative self-esteem, and how a child’s self-esteem affects learning. The student then writes a positive comment about each student in class on a small strip of paper, creates his/her own personalized “pot”, and fills his/her pot with the comments from other students in the class.

• literacy skills

• thoughtful participation in discussion

• writing conventions

• all required components

• communication skills

7. The student investigates his/her personal learning style by completing learning styles questionnaire, Multiple Intelligences survey, and Analytical and Global Learning Preferences survey, and evaluates the results of each assessment. He/She then writes a reflective paper/journal entry identifying his/her personal learning style. The student participates in a teacher led discussion about how different processing styles (auditory, visual, kinesthetic/tactile) can be incorporated into lesson design.

• participation

• accurate and thoughtful responses to questionnaires

• writing conventions

8. Given the handout “Understanding Maslow’s Hierarchy of Needs”, the student participates in a classroom discussion about the role of classroom environment in student success. The student completes a journal entry that discusses a practical way in which teachers can create classrooms to meet their student’s needs as described in Maslow’s Hierarchy of Needs.

• describe levels of Maslow’s Hierarchy

• participation in discussion

• useful suggestions

• writing conventions

8, 9, 10. The student reads “The Acorn People” by Ron Jones and participates in a class discussion as it relates to the needs of special needs populations and the role of the classroom teacher in facilitating learning of students with special needs. As a culminating activity the student works with a partner to research personal and special education barriers to learning. The team uses the information to create a big book for an elementary audience. The teacher may make arrangements to have the team read the completed book to a local elementary classroom.

• reading skills

• participation in discussion

• appropriate topic

• appropriate level for intended audience

• all required components

• writing conventions

11-15. After listening to a teacher led presentation about the stages of cognitive development, the student works as part of a group to create a presentation/role-play/skit to illustrate one level of cognitive development. The group presents the information to the class. After viewing all presentations the student views video clips of young children and applies what he/she has learned to identify what stage(s) are represented in the videos. As a culminating activity, the student creates a “Lifelines” booklet or display representing how he/she has developed physically, cognitively, morally and socially using a motif to unify the booklet or display.

• listening skills

• teamwork

• correct identification of developmental stages

• presentation skills

• all required components

1. The student works with a small group to research a specific time period in the history of education in the U. S. and New Mexico identifying key events, trends, and the characteristics and emphasis of the curriculum taught during that time period. The groups present their portion of the timeline to the class.

• research skills

• teamwork

• accurate identification of trends and curriculum

• presentation skills

• listening skills

2. The student interviews his/her grandparents regarding their education system. The student then compares the present system of education with that of his/her grandparents, and records the findings in his/her journal.

• participation

• accurate comparison

• writing conventions

3. The student listens to a panel discussion with community members who represent students from different decades in education discuss their experiences as students during that time. The panel includes information about differences in social, technological, and instructional changes between past educational expectations and current curriculum and instruction. The student summarizes the differences in his/her journal.

• listening skills

• accurate comparisons

• writing conventions

4. Students watch the movie “Separate but Equal” or other video that portrays teachers in the classroom. After viewing the movie, the student writes a response paper listing the ways that teachers were portrayed in the movie and his/her response to the depictions of teachers.

   • listening skills

   • accurate and complete list

   • writing conventions

5. The student writes a proposal for making 2 changes in his/her school (one major, one minor) that will improve the education of the students attending. The proposal includes a rationale for why the changes are necessary and an implementation plan. He/She then investigates if the community has schools that already incorporate the proposed changes.

• thoughtful proposed changes

• rationale

• implementation plan

6. The student participates in a field trip to the Albuquerque Public Schools (APS) Central Office to participate in a scavenger hunt to locate resources. He/She records the roles of specific departments and how each department supports, implements, or designs instructional policies of the school district.

• participation

• appropriate behavior

• accurate information

1. Identifies own strengths and areas for improvement as a potential teacher (TC III.1.1, CR – 1A)

2. Chooses appropriate instructional objectives after analysis of developmental stages of learners (TC III.1.2)

3. Describe and analyze characteristics of outstanding teachers (TC III.1.3)

4. Analyzes ways in which a teacher’s personality impacts instructional style and interaction (TC III.1.4)

5. Recognizes effective teaching strategies (TC III.1.5)

6. Identifies elements of an effective lesson for all learners (TC III.1.6)

7. Plans and delivers a lesson for all learners (TC III.1.7)

8. Identifies components of effective classroom climate, management, and discipline (TC III.1.8)

9. Describes effective use of technology in the classroom (TC III.1.9)

10. Identifies different assessment techniques (TC III.1.10)

11. Describes and implements meaningful ways to build confidence, knowledge, and skills in all learners (TC III.2.1)

12. Provides developmentally appropriate learning activities for groups and individual learners (TC III.2.2)

13. Accommodates major physical, social, and personal challenges that impede successful learning (TC III.2.3)

14. Applies knowledge of learning styles, multiple intelligences, and Bloom’s Taxonomy to instruction and assessment (TC III.2.4)

15. Plans and delivers a lesson for all learners (TC III.2.5)

16. Participates in teaching in a real classroom TC III.2.6)

17. Documents field experience activities with a collection of artifacts and written narratives (TC III.2.7)

18. Critiques his/her own teaching of at least one lesson from FLAY (Foreign Language and Youth), MAY (Math and Youth), SAY (Science and Youth) (TC III.3.1)

19. Describes, analyzes, and reflects on his/her field experiences (TC III.3.2)

1, 3-5, 8. The student identifies and lists what characteristics good teachers have that enhance the learning of students in a class. Such characteristics should be related to knowledge of subject, interaction with students, personality, classroom management strategies, and expectations. The student compares his/her list with a classmate, and together with the class, generates a list of characteristics that identify a high quality teacher. The student writes a reflection on his/her own strengths and areas for improvement as a potential teacher. The student then helps organize an Outstanding Teacher breakfast where outstanding teachers are recognized.

• identification of positive characteristics

• thoughtful reflection

• organizational skills

2. The student creates a game that illustrates the use of specific learning styles and has 3-4 classmates play the game. The players give written PQP (Praise, Question, Polish) feedback to the student.

• developmental stages of learners

• creativity

• educational objectives

6-8, 10,11. After completing classroom observations and a field experience, the student completes written reflections on the components of effective classrooms and lessons. (See also Strand I Illustrations for 8,9,10). He/She plans a short (15-20 minute) lesson that incorporates: defined objective(s), materials list, a hook to engage the learner, and a step-by-step process stating what the learner will do to master the objective, and how all learners are accommodated. The student delivers the lesson to a small group of classmates and reviews the “student” feedback (Evaluation of a Peer Lesson”).

• writing conventions

• effective classroom strategies and lessons

• all assigned components

• communication skills

7, 14. The student participates in a teacher-led discussion using a fairytale to illustrate Bloom’s taxonomy by generating 1-2 questions for each level of the taxonomy. Working with a partner, the student composes a question for each level of Bloom’s Taxonomy based on the Pledge of Allegiance.

• knowledge of Bloom’s taxonomy

• participation

• appropriate questions

9. The student listens to a guest speaker explaining technological applications in the classroom including benefits and drawbacks of incorporating instructional technology. The student reads information about recommended web sites and how to evaluate a web site, then chooses one web site to evaluate.

• listening skills

• understanding of benefits and drawbacks

• evaluation of web site

12, 14-16, 18, 19. After completing classroom observations and a field experience the student plans, implements, and evaluates lesson plans for an assigned age and classroom that includes both individual and group work, and students with learning challenges. After developing the lesson plan the student teaches the lesson to his/her classmates to gain confidence and suggestions for modification or improvement. He/She also evaluates peer-developed lessons. After editing and modifying the lesson (if necessary), the student teaches the lesson to an elementary audience and teacher. The student evaluates the lesson and the experience in a written journal entry.

• writing conventions

• effective classroom strategies and lessons

• all assigned components

• communication skills

17. The student produces a portfolio containing field experience evidence, sample lessons, and reflections of work completed.

• organizational skills

• effective classroom strategies and lessons

• all assigned components

• communication skills

• evidence of improvement

1. Identifies and describes careers in special education (TC II.2.1)

2. Describes the steps required for teacher certification (TC II.3.1)

3. Identifies areas of teacher shortages (TC II.3.2)

4. Demonstrates effective job application and interview skills (TC II.3.3)

5. Demonstrates applicable skills for entry into post secondary education, a training program, and/or a chosen career field (CR – 1E).

6. Assesses knowledge and skills within a group, delegates responsibilities, and evaluates team performance as a member of a working team (CR – 2B).

7. Demonstrates knowledge of computer operations used to design, develop, and maintain products and services (CR – 3B).

8. Exhibits positive behavior, conduct, and social manners within the school, workplace, and community (CR – 4A; NFS - Ethics).

9. Demonstrates ability to work collaboratively with others from diverse backgrounds to accomplish objectives (CR – 4B, 5C).

10. Identifies and utilizes individual interests, aptitudes, and skills within the group to accomplish goals (CR – 5A).

11. Develops leadership skills within a group through effective communication, ability to motivate team members, and effective delegation of responsibility (NFS –Employability; CR – 5D).

12. Applies critical thinking and problem-solving skills (NFS – Problem

Solving CR – 5E).

1. Students researches and writes a position paper on special education issues and presents it to the class (i.e. benefits and drawbacks of full inclusion, providing specific needs to all students, current laws, dealing with prejudice, etc.).

• writing conventions

• all assigned components

• communication skills

• research skills

1,2,3. The student listens to a guest speaker from University of New Mexico (UNM) College of Education and/or New Mexico Public Education Department (PED) and/or Albuquerque Public Schools (APS) Human Resources to discuss teacher certification in New Mexico and teacher shortage areas. He/She then lists the steps necessary for him/her to become a certified teacher in NM, and describes one area that he/she is interested in teaching (i.e. Special Education, Rural areas, elementary, specific content areas).

• listening skills

• complete list

• communication skills

4, 5, 7. Students apply online for Educational Assistant position and develops a set of potential questions that employers might ask an applicant in an interview. Working with a partner, the student role-plays the applicant, and the employer and gives feedback to his/her partner. The student keeps a record of the application and questions in his/her portfolio.

• communication skills

• organizational skills

• interview behavior

6. Throughout the year the student participates in the development of rubrics and performs PQP (Praise, Question, Polish) evaluations and feedback with classmates. The student also participates in group activities.

• listening skills

• organizational skills

• communication skills

• teamwork

7. The student completes an online college application and keeps the completed application and all supporting material in his/her portfolio.

• organizational skills

• communication skills

8-12. The student listens to teacher led discussions throughout the year about appropriate dress, behavior, and conduct for different environments and roles (i.e. leading a class vs. being a student in a class). Prior to observation and field experiences, the student practices appropriate behavior for classroom visitations. The student completes Teacher Cadet Observation and Field Experiences exhibiting appropriate conduct.

• Appropriate dress

• Knowledge of appropriate behavior

• Demonstration of appropriate behavior

The student meets 10^th grade language arts standards.

1. Asks critical questions prompted by texts and researches answers for a

broader understanding (APS – LA I.1).

2. Makes generalizations about text that are supported by specific references in

the text (APS – LA II.2).

3. Reads critically and independently to draw conclusions from research

(APS – LA I.3).

4. Develops increased competence in using the writing process to create a final

product (APS – LA III.1).

5. Develops increased competence and fluency in using elements of effective

writing (APS – LA III.1).

6. Develops increased competence in using a variety of technology to present

information appropriate for the intended purpose and audience

(APS – LA III.3).

7. Develops increased competence in using writing conventions

(APS – LA III.4).

8. Clearly articulates a position and develops arguments using a variety of

methods (APS – LA IV.4).

9. Analyzes an instance of public speaking or media presentation

(APS – LA V.1).

10. Responds reflectively through dialogue and discussion to written and visual

texts (APS – LA V.2).

11. Uses systematic strategies to organize and record information

(APS – LA VI.1).

12. Uses a variety of information resources to critically interpret and evaluate

experiences and ideas (APS – LA VI.2).

NOTE: Throughout the Teacher Cadet course the student develops proficiency in reading, writing, listening, and comprehension using a variety of literature, materials, online sources and writing assignments. Below are a few examples.

1-3. See Strand I, Illustrations 8, 9, 10; and Strand III, Illustrations 12, 14-16, 18, 19

4-7, 9. See Strand I, Illustrations 8, 9, 10, and Illustrations 1-2, 3-5, and 6; Strand II, Illustrations1 and 5.

8, 12. See Strand II, Illustration 5.

11, 12. Student portfolios: See Strand III, Illustrations 1-17