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Self-evaluation Running head: SELF-EVALUATION

Self-Evaluation Benjamin Stewart TEC 580 Dr. Robert Campbell March 18, 2007

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Abstract This paper is a proposal for meeting the practicum component of the Master of Education (M.Ed.) in Curriculum and Instruction: Technology degree program, offered at Grand Canyon University. This capstone practicum includes two mentor classroom observations and a separate research study on how teachers utilize Yelon’s instructional activity types (2006) and the WHERETO (Wiggins & McTighe, 2006, p. 197-198) elements within their own instruction and assessment. The goal of the research study is to observe 40 hours (eight teachers, five hours each) of classes. The practicum will take place at the Universidad Autónoma de Aguascalientes located in Aguascalientes, Aguascalientes Mexico and the mentor will be Pia Maria White. The mentor is a wellrespected educator in English language learning and currently serves as President of MEXTESOL. She will undoubtedly serve as a valuable source of feedback and support of this practicum. This paper ends with questions pertaining to whether current classroom and mentor’s schedules can be adapted to practicum requirements that extent over the next eight weeks.


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Self-evaluation I am currently teaching a business English class (8th semester) and an advanced reading comprehension class (4th semester) to English language learners as part of an English language training (ELT) bachelor’s degree program. I teach at the Universidad Autónoma de Aguascalientes (2007) - located in Aguascalientes, Aguascalientes Mexico - and this is where I would like to complete my practicum. The focus of my practicum is twofold. First, I will schedule two observations with my mentor to evaluate my use of technology in creating engaging lessons for the English language learner. This will include 1) sharing with my mentor my lesson plans beforehand, 2) my mentor evaluating my use of incorporating Yelon’s instructional activities (1996) within my own class, 3) my mentor evaluating which WHERETO elements (Wiggins & McTighe, 2006, p. 197198) I use in my instruction and assessment, and 4) a post-reflective discussion focusing on my mentor’s feedback and my own self-evaluation. Along with my teaching responsibilities, I am also the interim coordinator of the general English department, which offers classes to the entire student body. We currently have 26 teachers and over 1,000 students in our program. The second aspect of my practicum pertains to the first three stages of the dialectic action research spiral (Gay, Mills, & Airasian, 2006, p. 501): 1) identify an area of focus, 2) collect data, and 3) analyze and interpret data. I plan to observe 40 hours of classes in an effort to see how teachers manage time with respect to Yelon’s instructional activities (1996) and the WHERETO elements (Wiggins & McTighe, 2006, p. 197-198). This will be strictly a quantitative research study that is descriptive in nature. There will be no interviews with


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the teachers nor will the topics I am looking for be discussed until all the final results have been collected and analyzed. If the teachers know what I am observing they are less likely to implement their “normal� teaching approach. The objective is to conduct a cross-sectional study that includes observing eight teachers for five hours each. I will share my findings on a weekly basis with my mentor to get her feedback and to share insight based on the findings. I will include a synopsis at the conclusion of the data collection and analysis stages and will share this with my mentor as well (the week of April 20). Strengths and Challenges I happen to have a mentor that is widely recognized as a true leader in the field of teaching English to students of other languages (TESOL). Her experience will certainly provide essential support as I complete my practicum. Another strength that I have relates to my interest in educational technology with regard to its implementation in the English language learning design. I have spent over one year learning about various ways of incorporating educational technology to various learning theories (i.e., behavioralism, cognitivism, and constructivism), and what roles social, biological, and cultural aspects play within the overall educational design. The challenge begins when trying to implement this interest and knowledge to the Mexican language-learning classroom. The challenge will be finding the most productive ways of supporting teachers through formative discussions and in-services that open up additional educational learning opportunities for the language learner. Mentor


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Pia Maria White will be my mentor. She currently serves as National President of the Asociación Mexicana de Maestros de Inglés, Mextesol A.C. (2007). She has over 20 years of experience and is highly respected as an educator. More information follows:

Name Pia Maria White 1. Personal Information Home Address Home Telephone / Fax e-mail Work Address Work Telephone / Fax

Montes Himalaya 223 Fracc. Los Bosques Aguascalientes, Ags., 20120 (449) 914 1455 piawhite@hotmail.com Av. Universidad 940 Fracc. Bosques del Prado Aguascalientes, Ags., 20120 (449) 910 8489

2. Education Degree Post-graduate

English Language Teaching University of Aguascalientes Master of Arts in Education University of London Institute of Education

3. Professional Experience Institution

Position (Dates)

Escuela de la Ciudad de Aguascalientes

August 1983 – August 1999  English Department Coordinator August 1999 – January 2004  BA in ELT Academic Coordinator  Teacher in the BA in Enseñanza del Inglés  Practicum and linguistic components January 2004 - Present  Substitute Head in Language Department  Language Course Coordinator September 1970 - Present  ELT Teacher Trainer within Mexico  The British Council COTE teacher observer in

Universidad Autónoma de Aguascalientes

Different Institutions


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Aguascalientes University of Cambridge (ESOL) Mexican Association of Teachers of English,

MEXTESOL

June 1999 - Present  ESOL oral exam team leader in the city of Aguascalientes  ESOL Supervisor of written exams January 2006 - Present • National President Questions

I plan to finish the research and my mentor observations before April 20 since we are on break the last two weeks of this month. My entire practicum is contingent on this particular timeframe (May 19 through April 20). Is this possible? Also, my mentor also will be in Seattle next week attending the TESOL annual convention, so if you are going to contact her, can you send her an email?


Self-evaluation References Asociaci贸n Mexicana de Maestros de Ingl茅s, MEXTESOL, A.C. (2007). Retrieved on March 18, 2007 from http://www.mextesol.org.mx/ Gay, L.R., Mills, G., & Airasian, P. (2006). Educational Research: Competencies for analysis and applications. Upper Saddle River, NJ: Pearson. Universidad Aut贸noma de Aguascalientes. (2007). Retrieved on March 18, 2007 from http://www.uaa.mx/inicio.htm Wiggins, G., & McTighe, J. (2006). Understanding by Design (expanded 2nd Edition). Upper Saddle River, NJ: Pearson. Yelon, S.L. (1996). Powerful principles of instruction. White Plains, NY: Longman.

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