Essay One: Discipline/Career Narrative Write an essay about what drew you to your major and/or future career and what you hope to accomplish professionally. Think of this assignment as exploring your journey to study a specific subject and motivation for pursing your ideal career. While composing use these questions for guidance: What was your journey to decide on your major and/or future career? Was this decision easy or did it require significant searching? Was there a specific moment that sealed the deal or was the decision more drawn out? How have your interactions within the field solidified your decision? What do you gain from studying this subject? From pursuing your career? How did your personal experience shape your decision (life experiences, friends, family, teachers, employers, etc)? As you approach the above task, I would like to remind you that the most engaging papers will not just explain your journey, but will offer something that the reader can learn, understand, or relate to. Think of your thesis as a major theme or moral to the story. The best papers will attempt to affect the person reading it. How might your paper change the thoughts, actions, or opinions of your reader? What can your reader learn from your experience? As you come up with your topic/thesis, keep those questions in mind. Stipulations for Essay One: · Each essay MUST have a clear, identifiable THESIS STATEMENT. · The use of first person (i.e. “I,” “me,” “mine”) is both acceptable and expected in this essay. Use of the second person (“you,” “your,”) to describe people in general terms is discouraged. · In choosing your topic, try to focus on an experience unique to you. Furthermore, make sure you are comfortable sharing the personal details in this essay. · Detailed description is vital to this essay. Try to engage as many of the senses as possible. Also, if you include several individuals, be sure to describe them well. I don’t need their life story, but I’d like to at least know what they are like. · Each essay must be at least 1500-2000 words and in the format of your major (APA, CHI, MLA). Any paper not meeting the word count will lose significant points. · Each essay must have a creative title. Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsField Experience A: Leadership and CollaborationCriteriaPercentageNo Submission (0.00%)Insufficient (69.00%)Approaching (74.00%)Acceptable (87.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Descriptive Summary of Observations and Interview35.0%Not addressed.Submission weakly summarizes the observations, interview, and instructional experiences. Key points are insufficient or irrelevant.Submission minimally summarizes the observations, interview, and instructional experiences. Not all required elements are included, or key points are lacking substance or relevance.Submission adequately summarizes the observations, interview, and instructional experiences. All required elements are.

1. Essay One: Discipline/Career Narrative
Write an essay about what drew you to your major and/or
future career and what you hope to accomplish professionally.
Think of this assignment as exploring your journey to study a
specific subject and motivation for pursing your ideal career.
While composing use these questions for guidance: What was
your journey to decide on your major and/or future career? Was
this decision easy or did it require significant searching? Was
there a specific moment that sealed the deal or was the decision
more drawn out? How have your interactions within the field
solidified your decision? What do you gain from studying this
subject? From pursuing your career? How did your personal
experience shape your decision (life experiences, friends,
family, teachers, employers, etc)?
As you approach the above task, I would like to remind you that
the most engaging papers will not just explain your journey, but
will offer something that the reader can learn, understand, or
relate to. Think of your thesis as a major theme or moral to the
story. The best papers will attempt to affect the person reading
it. How might your paper change the thoughts, actions, or
opinions of your reader? What can your reader learn from your
experience? As you come up with your topic/thesis, keep those
questions in mind.
Stipulations for Essay One:
· Each essay MUST have a clear, identifiable THESIS
STATEMENT.
· The use of first person (i.e. “I,” “me,” “mine”) is both
acceptable and expected in this essay. Use of the second person
(“you,” “your,”) to describe people in general terms is
discouraged.

2. · In choosing your topic, try to focus on an experience unique to
you. Furthermore, make sure you are comfortable sharing the
personal details in this essay.
· Detailed description is vital to this essay. Try to engage as
many of the senses as possible. Also, if you include several
individuals, be sure to describe them well. I don’t need their
life story, but I’d like to at least know what they are like.
· Each essay must be at least 1500-2000 words and in the format
of your major (APA, CHI, MLA). Any paper not meeting the
word count will lose significant points.
· Each essay must have a creative title.
Rubic_Print_FormatCourse CodeClass CodeAssignment
TitleTotal PointsField Experience A: Leadership and
CollaborationCriteriaPercentageNo Submission
(0.00%)Insufficient (69.00%)Approaching (74.00%)Acceptable
(87.00%)Target (100.00%)CommentsPoints
EarnedCriteria100.0%Descriptive Summary of Observations and
Interview35.0%Not addressed.Submission weakly summarizes
the observations, interview, and instructional experiences. Key
points are insufficient or irrelevant.Submission minimally
summarizes the observations, interview, and instructional
experiences. Not all required elements are included, or key
points are lacking substance or relevance.Submission
adequately summarizes the observations, interview, and
instructional experiences. All required elements are included.
Points are general, but appropriate.Submission proficiently
summarizes the observations, interview, and instructional
experiences with discerning details. All required elements are
fully addressed.Conclusions and Applications to Future
Practice45.0%Not addressed.Applications to future practice are
incomplete or unrelated to what was described in the
summary.Applications to future practice are unrealistic or
underdeveloped.Applications to future practice are basic,
useful, and appropriate for students.Conclusions and

3. applications to future practice are insightful, realistic, and
clearly consider the needs of students.Organization5.0%Not
addressed.An attempt is made to organize the content, but the
sequence is indiscernible. The ideas presented are
compartmentalized and may not relate to each other; or the
summary is widely outside of the required word count.The
content is not adequately organized even though it provides the
audience with a sense of the main idea. The summary may not
be within a reasonable range of the required word count.The
content is logically organized. The ideas presented relate to
each other. The content provides the audience with a clear sense
of the main idea. The summary is within a reasonable range of
the required word count.The content is well-organized and
logical. There is a sequential progression of ideas that relate to
each other. The content is presented as a cohesive unit and
provides the audience with a clear sense of the main idea. The
summary is within the required word count.Format and
Documentation of Sources (layout, citations, footnotes,
references, bibliography, etc., as appropriate to assignment and
style)5.0%Not addressed.Documentation of sources is
inconsistent and/or incorrect, as appropriate to assignment and
style, with numerous formatting errors.Sources are documented,
as appropriate to assignment and style, although some key
formatting and citation errors are present.Sources are
documented, as appropriate to assignment and style, and format
is mostly correct.Sources are completely and correctly
documented, as appropriate to assignment and style. Format is
free of error.Mechanics of Writing (includes spelling,
punctuation, grammar, and language use)10.0%Not
addressed.Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction are used.Frequent and repetitive
mechanical errors distract the reader. Inconsistencies in
language choice (register) and/or word choice are
present.Submission includes some mechanical errors, but they
do not hinder comprehension. A variety of effective sentence

4. structures are used, as well as some practice and content-related
language.Submission is virtually free of mechanical errors.
Word choice reflects well-developed use of practice and
content-related language. Sentence structures are varied and
engaging.Total Weightage100%
Clinical Field Experience C: Intervention
Math is an academic area that can be challenging for many
students in many cases due to multi-step problem-solving. When
planning interventions, it is important to identify where and
why the student struggles. With this information, the
appropriate tier of intervention can be addressed. Understanding
the tiers of intervention can help to differentiate struggles
associated with content, application, or delivery.
Allocate at least 3 hours in the field to support this field
experience.
Continuing to work with your mentor teacher, create an
intervention plan for the student or students identified in
Clinical Field Experience B.
Your plan should include the following:
· Identification of applicable tiered intervention (1, 2, or 3)
· Grade level of instruction
· An activity implementing 1-2 intervention strategies (these
may be the intervention strategies you identified in Clinical
Field Experience B)
· Brief description of each intervention strategy and how it
supports the identified student challenges
· Materials needed and procedures for each intervention strategy
Upon completing your intervention plan, continue to collaborate
with your mentor teacher to ensure the plan will appropriately
meet the needs of the student/s identified. Incorporate feedback
accordingly.
Use any remaining field experience hours to assist the teacher
in providing instruction and support to the class.
In 250-500 words, summarize and reflect upon your

5. conversations and instructional support. Address how your
mentor teacher plans for and reflects upon intervention choices
in his or her own classroom and explain how you will use your
findings in your future professional practice.
APA format is not required, but solid academic writing is
expected.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion.
Rubic_Print_FormatCourse CodeClass CodeAssignment
TitleTotal PointsClinical Field Experience C:
InterventionCriteriaPercentageNo Submission
(0.00%)Insufficient (69.00%)Approaching (74.00%)Acceptable
(87.00%)Target (100.00%)CommentsPoints
EarnedCriteria100.0%Intervention Plan30.0%Not
addressed.Intervention plan inadequately identifies tiered
intervention, describes flawed intervention strategies, and
unfitting materials and procedures aligning to each intervention
strategy.Intervention plan inexplicably identifies tiered
intervention, describes vague intervention strategies, and weak
materials and procedures aligning to each intervention
strategy.Intervention plan competently identifies accurate tiered
intervention, describes appropriate intervention strategies, and
suitable materials and procedures aligning to each intervention
strategy.Intervention plan comprehensively identifies precise
tiered intervention, describes compelling intervention strategies,
and substantial materials and procedures aligning to each
intervention strategy.Descriptive Summary of Observations and
Collaborations30.0%Not addressed.Submission weakly
summarizes the observations and interview. Key points are
insufficient or irrelevant.Submission minimally summarizes the
observations and interview. Not all required elements are
included, or key points are lacking substance or
relevance.Submission adequately summarizes the observations

6. and interview. All required elements are included. Points are
general, but appropriate.Submission proficiently summarizes the
observations and collaborations with discerning details. All
required elements are fully addressed.Conclusions and
Applications to Future Practice25.0%Not
addressed.Applications to future practice are incomplete or
unrelated to what was described in the summary.Applications to
future practice are unrealistic or underdeveloped.Applications
to future practice are basic, useful, and appropriate for
students.Conclusions and applications to future practice are
insightful, realistic, and clearly consider the needs of
students.Organization5.0%Not addressed.An attempt is made to
organize the content, but the sequence is indiscernible. The
ideas presented are compartmentalized and may not relate to
each other; or the summary is widely outside of the required
word count.The content is not adequately organized even though
it provides the audience with a sense of the main idea. The
summary may not be within a reasonable range of the required
word count.The content is logically organized. The ideas
presented relate to each other. The content provides the
audience with a clear sense of the main idea. The summary is
within a reasonable range of the required word count.The
content is well-organized and logical. There is a sequential
progression of ideas that relate to each other. The content is
presented as a cohesive unit and provides the audience with a
clear sense of the main idea. The summary is within the
required word count.Mechanics of Writing (includes spelling,
punctuation, grammar, and language use)10.0%Not
addressed.Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction are used.Frequent and repetitive
mechanical errors distract the reader. Inconsistencies in
language choice (register) and/or word choice are
present.Submission includes some mechanical errors, but they
do not hinder comprehension. A variety of effective sentence
structures are used, as well as some practice and content-related

7. language.Submission is virtually free of mechanical errors.
Word choice reflects well-developed use of practice and
content-related language. Sentence structures are varied and
engaging.Total Weightage100%
Clinical Field Experience B: Identifying Student Challenges
When teaching mathematics to students with mild to moderate
disabilities, special education teachers first will identify student
challenges. Identifying these challenges is vital in addressing
the specific needs to help students continue to flourish in their
academics. There can be numerous areas in which students
struggle in mathematics and identifying differentiation
strategies to help lessen these struggles is vastly important.
Allocate at least 3 hours in the field to support this field
experience.
With your mentor teacher, identify a student or small group of
students with disabilities who would benefit from
differentiation and engagement strategies during an upcoming
math lesson or activity.
Part 1: Student Challenges
With the mentor teacher, observe the student or small group of
students while they work on math problems in class. Identify
areas where the student or students seem to struggle.
Areas of concern where students may struggle include (but are
not limited to):
· Output difficulties
· Organizational difficulties
· Language difficulties
· Attention difficulties
· Visual spatial or ordering difficulties
· Difficulties with multiple tasks
After observing and noting concerns, discuss with the
student/students whether the areas you identified were
challenging for them. Continue to work with them with guided
practice and support.

8. Discuss your findings with your mentor teacher. Offer
intervention strategies you could implement to help the students
learn the math concepts being taught. With your mentor teacher,
decide on 1-2 strategies to further develop in Clinical Field
Experience C and implement in Clinical Field Experience D.
Part 2: Reflection
After observing and talking with the students and your mentor,
summarize and reflect upon your experiences in 250-500 words,
including:
· Your initial conversation with the mentor teacher, identifying
how the student or students were chosen.
· Areas where the students seem to struggle.
· Summarize the conversation between you and the students
discussing the areas that seemed to challenge them. Were they
in agreement with you, or did they feel that they did not
struggle or did not need support? If so, how did you continue to
support them?
· Strategies you suggested to the mentor teacher, his or her
feedback, and what strategies the two of you ultimately decided
you would implement (which may be the same or different from
what you originally suggested).
· Explain how you will use your findings to further assist the
students while working with them in this placement. This will
also help prepare you for Clinical Field Experiences C and D, as
well as your own future classroom engagements.
Use any remaining field experience hours to assist the teacher
in providing instruction and support to the class.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion.
Rubic_Print_FormatCourse CodeClass CodeAssignment
TitleTotal PointsClinical Field Experience B: Identifying
Student ChallengesCriteriaPercentageNo Submission
(0.00%)Insufficient (69.00%)Approaching (74.00%)Acceptable

9. (87.00%)Target (100.00%)CommentsPoints
EarnedCriteria100.0%Summary Content: Mentor Teacher
Conversation, Strategies, and Strategy Rationales35.0%Not
addressed.Submission weakly summarizes the initial
conversation with the mentor teacher, differentiation and
engagement strategies, and intervention strategy rationales. Key
points are insufficient or irrelevant.Submission minimally
summarizes the initial conversation with the mentor teacher,
differentiation and engagement strategies, and intervention
strategy rationales. Not all required elements are included, or
key points are lacking substance or relevance.Submission
adequately summarizes the initial conversation with the mentor
teacher, differentiation and engagement strategies, and
intervention strategy rationales. All required elements are
included. Points are general, but appropriate.Submission
proficiently summarizes the initial conversation with the mentor
teacher, differentiation and engagement strategies, and
intervention strategy rationales with discerning details. All
required elements are fully addressed.Summary Content:
Strategies, Reflection, and Applications to Future
Practice45.0%Not addressed.Math lesson or activity strategies
reflection and applications to future practice are incomplete or
unrelated to what was described in the summary.Math lesson or
activity strategies reflection and applications to future practice
are unrealistic or underdeveloped.Math lesson or activity
strategies reflection and applications to future practice are
basic, useful, and appropriate for students.Math lesson or
activity strategies reflection and applications to future practice
are insightful, realistic, and clearly consider the needs of
students.Organization10.0%Not addressed.An attempt is made
to organize the content, but the sequence is indiscernible. The
ideas presented are compartmentalized and may not relate to
each other; or the summary is widely outside of the required
word count.The content is not adequately organized even though
it provides the audience with a sense of the main idea. The
summary may not be within a reasonable range of the required

10. word count.The content is logically organized. The ideas
presented relate to each other. The content provides the
audience with a clear sense of the main idea. The summary is
within a reasonable range of the required word count.The
content is well-organized and logical. There is a sequential
progression of ideas that relate to each other. The content is
presented as a cohesive unit and provides the audience with a
clear sense of the main idea. The summary is within the
required word count.Mechanics of Writing (includes spelling,
punctuation, grammar, and language use)10.0%Not
addressed.Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction are used.Frequent and repetitive
mechanical errors distract the reader. Inconsistencies in
language choice (register) and/or word choice are
present.Submission includes some mechanical errors, but they
do not hinder comprehension. A variety of effective sentence
structures are used, as well as some practice and content-related
language.Submission is virtually free of mechanical errors.
Word choice reflects well-developed use of practice and
content-related language. Sentence structures are varied and
engaging.Total Weightage100%
Field Experience A: Leadership and Collaboration
When teaching mathematics to students with mild to moderate
disabilities, a special education teacher will often teach in
different learning environments. One of the environments may
be in an inclusive or mainstream classroom, where the teacher
will collaborate and co-teach with the general education
teacher. In this position, the teacher will need to work with the
general education teacher to provide expertise to ensure
students with disabilities are fully integrated into the classroom
instruction.
Allocate at least 3 hours in the field to support this field
experience.

11. Actively observe, interview, and collaborate with the mentor
teacher, paraeducator, or aid who currently teaches math in a
middle school classroom (Grades 6-8), about collaboration in
the inclusive/mainstream classroom.
Your observations should address the following:
· Roles of special education teachers, general education
teachers, and students with disabilities in the inclusive setting
· Opportunities to demonstrate leadership while collaborating in
each specified role
· Leadership opportunities to collaborate outside of the
classroom, for each specified role
· Collaboration models that have been successful for each
teacher, taking into consideration student needs
· Ways to create and maintain safe, inclusive, and culturally
responsive learning environments to engage individuals with
disabilities in meaningful learning activities and social
interaction
· Advantages and disadvantages of collaborating while teaching
math
Use any remaining field experience hours to assist the teacher
in providing instruction and support to the class.
In 250-500 words, summarize and reflect upon your
conversations, observations, and instructional experiences.
Explain how you will use your findings in your future
professional practice.
APA format is not required, but solid academic writing is
expected.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion.