Interview an inclusive classroom teacher and a self-contained classroom teacher. These interviews can be conducted by phone or face-to-face. Ensure that, as a minimum, these basic questions are addressed:
- In your opinion, what is necessary for a meaningful and worthwhile teaching and learning experience? Provide examples.
- How is a meaningful learning experience for students related to the teachers’ philosophies of education?
- Why did you want to become a teacher? Why do you continue to teach?
- What are two or three of your most rewarding teaching experiences? What are two or three of your most challenging?
- What changes would you like to make in teaching? Why?
- How can special and regular education teachers receive support to deal with the challenges described?
Write a 1,500-2,000-word essay in which you clearly summarize the interviews and reflect upon why you want to join the ranks of special educators. What is it about what you learned through your interviews that solidifies your desire to be a special educator? Include your personal mission statement, specific to special education, based on the information you have gathered from this assignment.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion
Less than Satisfactory
|100.0 %% Scaling|
|40.0 %Content Subject Knowledge||Interview was with only one teacher (either a self-contained teacher or an inclusive teacher). Not all of the six questions were asked and the reflection is missing.||Interview was with only one teacher (either a self-contained teacher or an inclusive teacher). Not all of the six questions were addressed or the reflection was missing.||Interview was conducted with a self-contained and an inclusive teacher. All six questions were addressed, but reflection was missing, or reflection was complete, but not all questions were addressed.||Interview was conducted with a self-contained and an inclusive teacher. All six questions were addressed, but reflection was minimal.||Interview was conducted with a self-contained and an inclusive teacher. All six questions were addressed and a reflection was included.|
|30.0 %Content Comprehension||Content is incomplete or omits most of the requirements stated in the assignment criteria.||Content is incomplete or omits some requirements stated in the assignment criteria.||Content is complete, but somewhat inaccurate and/or irrelevant. Research is inadequate in relevance, quality, and/or timeliness.||Content is comprehensive and accurate. Research is adequate, timely, and relevant, and addresses all of the issues stated in the assignment criteria.||Content is comprehensive, accurate, and persuasive. Research is adequate, timely, and relevant, and addresses all of the issues stated in the assignment criteria.|
|10.0 %Thesis Development and Purpose||Paper lacks any discernible overall purpose or organizing claim.||Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.||Thesis and/or main claim are apparent and appropriate to purpose.||Thesis and/or main claim are clear, forecasting development of paper. It is descriptive, reflective of the arguments, and appropriate to the purpose.||Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.|
|10.0 %Paragraph Development and Transitions||Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs. Transitions are inappropriate to purpose and scope. Organization is disjointed.||Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.||Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other||A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are as appropriate to purpose.||There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.|
|5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)||Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are employed.||Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied.||Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.||Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.||The writer is clearly in command of standard, written academic English.|
|5.0 %Research Citations (in-text citations for paraphrasing and direct quotes, and references page listing and formatting, as appropriate to assignment and style)||No references page and no citations are included.||References page is present, but citations are inconsistently used.||References page is included. Sources are appropriately documented, although some errors may be present.||References page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct.||In-text citations and a references page are complete. The documentation of cited sources is free of errors.|
|100 %Total Weightage|