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Student teacher introduction letter to mentor teacher in texas

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Judy Radigan Program Director jradigan rice. Glasscock School of Continuing Studies offers a comprehensive educational program that integrates work in courses with fieldwork experience. Additionally, we facilitate a network of support for our students and alumni so that we ensure our teacher leaders continue to grow and evolve as professionals.

Education courses are open to Rice students studying for careers in teaching and to Rice students interested in studying the complexities of the educational system and its role in society. The program provides fieldwork grounded in education research and theory. All of the courses include field-based experiences that encourage students to compare and apply their theoretical work to what is actually happening in schools.

Our 21st century mission is to prepare and support teacher leaders to work with diverse students and be responsive to the paradigm shift in education that moves our children from passive recipients of knowledge to active responders to the knowledge they explore. The Education program engages, prepares, and supports its leaders for student-centered classrooms in a diverse society. The program emphasizes the value of equity in education and the political and educational policies that should undergird that equity.

Students acquire a strong foundation in educational leadership, assessment, classroom culture, instructional strategies, and skills. All students will implement culturally responsive content and pedagogy in working with languages and diverse learners as this program acknowledges the changing face of Houston and the nation. Glasscock School of Continuing Studies. After satisfactory completion of the Rice Education program, which includes the state-mandated examinations for teachers, students are recommended for a Texas teaching credential.

This information includes the pass rate of their program completers on assessments required by the state for teacher licensure or certification, the statewide pass rate on those assessments and other basic information on their teacher preparation program. Eighteen students were enrolled in the program. Rice Education program graduates are regularly recruited by school districts in Houston and the surrounding areas because of their innovative ideas, content knowledge, expertise, leadership abilities, and dedication to the teaching profession.

The Rice University Education program seeks to engage, prepare, and support teacher leaders for student-centered classrooms in a diverse society. While Rice does not award a formal undergraduate academic major, minor or certificate in education, the Education program does offer an academic plan to current Rice degree-seeking undergraduate students, one that fulfills all requirements for Texas Teacher TEA Certification for grades Upon completion of the Education program, all undergraduate degree requirements, and certification by the State of Texas, Rice students will receive an acknowledgement and formal notation of their Texas Teacher Certification on their official Rice academic transcript.

In addition, undergraduate students in the Education program must satisfy the following requirements:. For additional information regarding requirements, students should contact the Education program.

Rice undergraduate students may apply for admission to the Rice University Education program. In support of their application, candidates must submit:. The Texas Education Agency TEA requires candidates to undergo a criminal background check prior to field-based experience, prior to clinical training, and prior to being hired as a first-year teacher. Candidates may go through the fingerprinting process before applying for admission. If the results are unsatisfactory, the candidate may petition the TEA for reconsideration of the results.

Restrictions: Enrollment is limited to Undergraduate, Undergraduate Professional or Visiting Undergraduate level students. Description: This course enables students to survey the fields of aerospace and aviation and various career options within each.

Student will explore career trajectories and supporting educational pathways; engage with engineering faculty from Rice University and practicing professionals during an interactive exploration through all of the phases of product creation; tour a rocket propulsion research facility; experience a mini-ground school simulation at a flight museum; and compete in both a high altitude weather balloon launch and rocket man challenge each designed to apply learnings from classroom teachings.

Department Permission Required. Description: The course examines the way globalization, immigration, privatization and the increasing diversity in our student population is shaping, and being shaped, by America's schools. An exploration of these and other issues from both micro- student and macro- systemic levels, will be the mainstay of the course. The lenses of sociology, psychology and political economy will be used throughout the semester.

The course is open to students in these fields and to students exploring a career in teaching, and is recommended for students entering the teacher education program. This course requires five hours of observation in a local secondary school. Credit Hours: Description: Topics and credit hours vary each semester. Contact department for current semester's topic s. Repeatable for Credit.

Description: This experiential learning course provides academic content and guided career and professional development for undergraduate students in a real-world, professional context.

It is designed for students to gain experience in a work-place setting while engaging with relevant, focused academic course content. The course provides an opportunity for students to apply the theoretical knowledge learned in the classroom and further develop practical experiences and professional skills in their field of interest while under the supervision and guidance of a field-based, industry-focused mentor and academic instructor.

Description: In this course students analysis events and ideas that have shaped the philosophy and practice of American schools today. It is appropriate for all students interested in the influences and stresses that have created a unique educational system in our culturally diverse country. Description: This course examines the complex ways in which race, ethnicity, gender, and class intersect and influence the educational experience of students in American schools. By employing an interdisciplinary approach centered both on individuals' lived experiences and educational system as a whole; EDUC explores and critiques these critical issues and their impact on student learning.

Likely topics include the historical foundations of race, class and gender in education, segregation, Title IX, and other contemporary topics. Description: The goal of this course is to introduce students to a psychological understanding of teaching and learning through an overview of principles, issues, and related research in educational psychology. Students in this course will examine theories of learning, complex cognitive processes, cognitive and emotional development, and motivation.

These constructs will be applied to effective instruction, the design of optimum learning environments, assessment of student learning, and teaching in diverse classrooms.

Required for those seeking teacher certification. Description: This course will introduce and expose students to the field of Special Education. Students will learn about the various individuals who receive special education as well as other types of exceptionality, including giftedness.

Controversial issues in this field will be examined along with pertinent legislation. This course will familiarize students with instructional approaches in special education and the social issues impacting the field. Students will visit area schools. Description: The goal of this course is to introduce students to basic theories of adolescent development and cognition.

The course will examine principles and concepts in the areas of physical, emotional and psychological development, identity formation, sexuality, and family and peer relations.

Other 'hot topics' such as substance abuse, eating disorders, and teenagers and the media will also be examined. Description: In this course, students will use formative and summative assessment to drive instructional decisions. Disaggregation of student data growth in the classroom and on standardized tests will foster academic achievement. Description: Education for the 21st Century of change and innovation demands problem-solving and critical thinking skills.

This course approaches the teaching of context areas with a student-focused lens that engages inquiring minds with the small group exploration of open-ended problems.

Lesson structure, activities, and assessment will be integral to the course. Description: This course offers pedagogies for learners who have different ways of seeing the world, different experiences, and different learning needs.

A variety of teaching methods and strategies help special needs students, gifted and talented students and English language learners succeed in the classroom. Students learn about the support personnel who can assist the classroom teacher. Required for certification. Description: Rice students enrolled in this intensive summer internship will work alongside master teachers and professional writers to promote creative thinking and writing with middle and high school students.

Students in this course will explore arts integration pedagogy, engage in the classroom planning process, lead lessons, facilitate student writing, and develop anthologies to showcase student voices. Instructor Permission Required. Description: The nature of adolescence in an increasingly complex and diversity society is examined through literature written for and about adolescents and young adults.

This study of the cultural, literary and developmental issues in adolescent literature is relevant to students of literature, psychology, child development, anthropology and sociology, and is recommended for students preparing to become teachers. Description: Historically one of the few universally experienced institutions in the U.

Students in this course will study the historical origins of the high school and examine its roles in the economy, culture, and the lives of youth. Using field study of an urban high school 15 hours of observation required for undergraduates , students will analyze the contemporary high school and debate about its future. Description: This course focuses on the major issues facing urban education, including poverty, the implications of racial and ethnic diversity for educational institutions, and strategies for improving academic achievement in urban schools.

Students will examine sociological, political, cultural and educational research and theory, as well as explore strategies for improvement of urban education at the classroom, school and policy levels. This course is required for certification. Description: Policy issues in this course include school funding, curriculum decisions, accountability systems, discipline policies, and other areas. What are the major policy discussions affecting K education today, and how are they resolved in the political arena?

Who drives policy in each of these areas and what role can or does research-based analysis play? We will answer these questions and more as we explore the political arena of educational policy. This class requires five hours of observation in a local secondary school.

Restrictions: Enrollment limited to students with a class of Senior. Enrollment is limited to Undergraduate, Undergraduate Professional or Visiting Undergraduate level students.

Description: This course is the first of a two-part series for preservice teachers. It offers a reflective study of classroom practice through seventy-five 75 hours of observation in secondary schools and teaching activities under the guidance of cooperating teachers and education team members in an actual classroom setting.

This course includes opportunities to structure lessons for diverse student populations with whole group and small group lessons. Description: How students are taught to read and write in all academic and elective disciplines is critical to the academic development of adolescents. In this course multiple literacies will be discussed in terms of theory and practice.

Students will examine reading, writing, listening, speaking and thinking strategies across the curriculum and their impact on learning. Additionally students will investigate, plan, and practice the skills of using literacy strategies for the specific discipline. Restrictions: Students with a class of Freshman may not enroll. Description: This course involves the study and integration of theory and methods with observation and practice in the classroom through the facilitation of student-led, student-centered activities.

Under the guidance of education support team members, the course offers multiple methods for implementing curriculum with diverse students. This course includes a minimum of 5 hours of observation in a local secondary school. Description: This is the second course in the two-part series for preservice teachers.

In this field-based practicum.


Centered on Students. Advancing Equity.

Fundamental techniques and instruments used in cellular biological research will be taught while emphasizing safety, measurements, and scientific methods. Students will design and implement controlled experiments, identify independent and dependent variables, analyze data, draw conclusions, and communicate results with appropriate tables and graphs in oral presentations and written papers. This course introduces the students to the basics of experimental design, scientific method and inquiry, use of statistical analyses and writing research papers. Topics covered include Mendelian and population genetics, natural selection, population ecology, phylogeny, and behavioral ecology.

Submit your school for grant funding for supplemental nutrition or programs that teach students how to make healthy choices.

Cooperating Teacher Handbook


Learn how to use Charlotte Danielson's Framework for Teaching to create a roadmap for growth. Find solutions for Sign up for a 3, 6, or month subscription to take control of your professional learning. Get access to an ecosystem of tools, resources, and content to give your team PD that matters. Allow your students to observe hundreds of top educators in classrooms around the country. All of our videos have been carefully vetted by content experts to ensure they model best teaching practices. Each takes under 2 hours to complete. My Favorite No: Uncut. Work as a team to analyze, tag, and discuss classroom footage. Our full-length "Uncut" videos can be used for calibration exercises with rubrics to create inter-rater reliability among observers.

This Is What It's Like to Be a Teacher During the Coronavirus Pandemic

student teacher introduction letter to mentor teacher in texas

Enhance your purchase. Containing concise, thought-provoking, and enjoyable lessons, this easy-to-use guide encourages its student users to discover their own innate strengths as well as improve areas of lesser strengths that will help them achieve their hopes, dreams, and goals in their lives. The lessons are divided into three sections: Being an Honorable Person, Self-Discovery, and Self-Empowerment, and are a result of the curriculum the author has developed for the children he teaches and mentors at Jasper Mountain Center in Jasper, Oregon, an internationally renowned residential facility that addresses the significant needs of children and their families who have suffered the trauma of abuse. Author Greg Ahlijian has been a volunteer at the Jasper Mountain facility since , teaching and mentoring children from ages about character development, nature, and poetry. Inspired by the children, he has written two books that contain life lessons: The Large Rock and the Little Yew teaches the virtues of courage, perseverance, self-respect, and hope; and An Elephant Would Be Wonderful, a book about self-discovery.

Teachers are always striving to show more and tell less when introducing students to new information, concepts, and skills.

Funding Opportunities


Please contact [email protected] for more information. The final hour of this event will be a resource fair. Students must be enrolled in a minimum of 9 hours in the long semester and must be in good academic standing each semester they are appointed. TA and RA appointments are meant to provide students with invaluable experiences in teaching, research and other scholarly activities as well as allowing students to engage in an optimal full-time graduate school experience. The Graduate TA, under the direction of an assigned faculty member, will aid in the teaching of one or more courses.

Using Video Content to Amplify Learning

We use cookies and other tracking technologies to improve your browsing experience on our site, show personalized content and targeted ads, analyze site traffic, and understand where our audiences come from. To learn more or opt-out, read our Cookie Policy. Chalkbeat asked teachers and students what they remember about that day of terror 20 years later. It was the beginning of the school day at the beginning of the school year at the beginning of the millennium. Millions of American children were in classrooms on the morning of September 11, , when hijackers flew planes into the World Trade Center and the Pentagon. Then-President George W. Across the country that morning, there were hushed conversations among teachers and attempts to explain to students what was happening — or shield them from it.

NTC's coaching-for-change model disrupts the predictability of educational inequities for systemically underserved students by accelerating educator.

Experts weigh in on how the sudden, forced adoption of technology-delivered instruction will affect the well-being of professors and students alike. Welcome to "Transforming Teaching and Learning," a column that explores how colleges and professors are reimagining how they teach and how students learn. If you'd like to receive the free "Transforming Teaching and Learning" newsletter, please sign up here. Last week in this space, I asked a group of thoughtful observers a set of questions about what colleges' sudden, widespread shift to remote learning might mean for the future of online education.

But with NTC, yours can. Educators struggle against inequitable systems that produce predictably low outcomes and high frustration levels. NTC partners with you to create a localized, equity-based solution to the unique challenges your schools and districts face. Education changes as culture and technology change.

Throughout our history we have been charged with transforming and enriching lives through education and health. Created as a school for teachers, we are now a school for leaders.

Judy Radigan Program Director jradigan rice. Glasscock School of Continuing Studies offers a comprehensive educational program that integrates work in courses with fieldwork experience. Additionally, we facilitate a network of support for our students and alumni so that we ensure our teacher leaders continue to grow and evolve as professionals. Education courses are open to Rice students studying for careers in teaching and to Rice students interested in studying the complexities of the educational system and its role in society. The program provides fieldwork grounded in education research and theory. All of the courses include field-based experiences that encourage students to compare and apply their theoretical work to what is actually happening in schools. Our 21st century mission is to prepare and support teacher leaders to work with diverse students and be responsive to the paradigm shift in education that moves our children from passive recipients of knowledge to active responders to the knowledge they explore.

Capitalize degree abbreviations without periods and set off with commas when following a name. Example: John Doe, PhD, was the guest speaker. Academic titles are capitalized when they immediately precede a personal name and lowercased when following a name. When an academic title is used in apposition before a personal name as a descriptive tag, it is lowercased.




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