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In 2019, 34% of millennial women told us they weren't sure they'll vote this November. We're here to help change that. This year, we want to be part of a movement that gets 20 million millennial women to vote.

We don't care who you vote for. We just care that you vote. Because exercising your civic duty is always time well spent.

Get started now with our Skimm of the candidates, the debates, and more.

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In 2019, 34% of millennial women told us they weren't sure they'll vote this November. We're here to help change that. This year, we want to be part of a movement that gets 20 million millennial women to vote. We don't care who you vote for. We just care that you vote.

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http://jea.org/

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Join us in Chicago
Nov. 1-4

The National High School Journalism Convention is a semiannual gathering of high school journalists and advisers sponsored by the Journalism Education Association and its partner, the National Scholastic Press Association. The associations partner
to prepare hundreds of practical and professional learning sessions, from high-profile keynotes to specific, problem-solving breakouts, hands-on workshops and discussion groups.
LEARN MORE/REGISTER

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The National High School Journalism Convention is a semiannual gathering of high school journalists and advisers sponsored by the Journalism Education Association and its partner, the National Scholastic Press Association. The associations partner to prepare hundreds of practical and professional learning sessions, from high-profile keynotes to specific, problem-solving breakouts, hands-on workshops and discussion groups.

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Fact Sheet: Testing Action Plan | U.S. Department of Education

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No one set out to create situations where students spend too much time taking standardized tests or where tests are redundant or fail to provide useful information.

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Standardized testing can be a complicated area for students and parents to understand. Federal law requires states to test all students in grades 3-8 each year. This includes students with disabilities.

Most students will take the same test. Many students with disabilities use accommodations such as extra time on the test or having the questions read out loud. These accommodations enable students with disabilities to take the same test as their peers without disabilities.

However, a small number of students with disabilities take a different kind of test. These tests are called alternate assessments (or alternative assessments). About 1 percent of all students take them. Most of these students are not on a path to receive a high school diploma. That's important to keep in mind if you and the school are considering this route for your child.

"Seeking accommodations may be better for your child in the long run than seeking alternate assessments."

There are three types of alternate assessments. Here's how they work and who they're designed for:

1. Alternate Assessments Based on Alternate Achievement Standards (AA-AAS)

This is the most common type of alternate assessment. It's designed for students with "significant cognitive disabilities." These students are usually classified as intellectually disabled. (This generally excludes most students with learning disabilities. That's because one of the criteria for being diagnosed with a learning disability is having average or above-average intelligence.)

The content that intellectually disabled students are taught and the standards they're expected to meet might be very different from those of their grade-level peers. Alternate assessments enable schools to measure progress from year to year for, say, a teenager who is still struggling to learn the alphabet.

2. Alternate Assessments Based on Modified Achievement Standards (AA-MAS)

Students in this category are receiving grade-level instruction. But they're progressing at a rate that makes it unlikely they'll meet grade-level standards.

These students may receive different kinds of modifications to what they're taught or how they're tested. For example, an alternate assessment might use the same questions that are on the general assessment. But the student might not have to answer all of the questions. Or the multiple-choice questions might be pared down so there are fewer answers to choose from.

Using assessments with modified standards for what students are expected to learn is becoming less common in the U.S. Many states no longer use this option. It's hard for states to meet the federal requirements for this kind of test.

3. Alternate Assessments Based on Grade-Level Achievement Standards (AA-GLAS)

This form of alternate assessment is designed for students who are receiving grade-level instruction but need accommodations that aren't available on the general assessment. For example, instead of taking a multiple-choice test, a high-schooler with dyspraxia might present a body of research on a given topic.

This type of alternate assessment lets students show they're able to meet grade-level expectations. This option is only available in a few states. But more may start to offer it in the future as states begin to use Common Core State Standards.

Standardized testing can be very stressful for students and parents. But assessing all students using the same standardized tests pushes schools to keep aiming high when teaching students with disabilities.

That's why seeking accommodations may be better for your child in the long run than seeking alternate assessments. If you're interested in pursuing alternate assessment, talk to your child's teacher. Be sure to get clarification about what this decision means for your child's future.

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Alternate Assessments: What They Are and How They Work

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Standardized testing can be a complicated area for students and parents to understand. Federal law requires states to test all students in grades 3-8 each year. This includes students with disabilities. Most students will take the same test. Many students with disabilities use accommodations such as extra time on the test or having the questions read out loud.

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Welcome to Center for Assessment | Center for Assessment

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The Center for Assessment partnered with the Council for Chief State School Officers (CCSSO) to develop two companion resources to support states in their ongoing efforts to implement the accountability provision of the Every Student Succeeds Act (ESSA). The first resource provides state accountability leaders an overview of the federal law and key design considerations as they develop identification systems under ESSA.

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National Assessment of Educational Progress

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National Assessment of Educational Progress

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The National Assessment of Educational Progress (NAEP) provides important information about student achievement and learning experiences in various subjects. Also known as The Nation's Report Card, NAEP has provided meaningful results to improve education policy and practice since 1969. Results are available for the nation, states, and 27 urban districts.

NAEP is a congressionally mandated program that is overseen and administered by the National Center for Education Statistics (NCES), within the U.S. Department of Education and the Institute of Education Sciences. The National Assessment Governing Board, an independent body appointed by the Secretary of Education, sets NAEP policy.

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national assessment of educational progress; the nation's report card; academic achievement; educational assessment; assessment in education; k-12 education

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NAEP is an educational assessment. Often called The Nation's Report Card, it provides national, state, and district-level results about students' academic achievement.

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https://www.measuredprogress.org/

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Eye to Eye-Mentoring Students with Learning Differences

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Eye to Eye-Mentoring Students with Learning Differences

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Unlocking greatness in the 1 in 5 who learn differently

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Eye To Eye's mission is to develop a coalition of mentoring programs for labeled students with learning disabilities and to empower these individuals to celebrate their differences.

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Is teaching right for you? Are you right for teaching?

Education 500/935: Exploring Teaching is a four-credit course offered every semester for students considering a career in teaching and is a prerequisite for most Education courses. You will spend 5 hours each week in the field (a total of 60 hours over the course of the semester) in a public school classroom observing, teaching, grading, lesson planning, etc. with an assigned Cooperating Teacher. Your fieldwork can either be spent at school during one day per week for 5 hours, or split up into two-2.5 hour blocks during the week. You will also attend a 2-hour afternoon Seminar each week led by a UNH faculty member hereafter referred to as the Seminar Professor. Because of the combination of Seminar and fieldwork, EDUC 500/935 requires a great deal of time and responsibility, but you will have a unique chance to explore many facets of the institution that we call a school - teaching; small group or one-on-one instruction; teacher responsibilities; school politics; school-community relations; and much more. Throughout the course you will be asked to look at yourself and the profession candidly.

EDUC 500/935 Application Process
CLICK HERE TO APPLY for EDUC 500/935, Fall 2018
Applications open: Wednesday, March 21, 2018
Application deadline: Friday, April 13, 2018Applications will be accepted on a rolling basis after the deadline.
Notification of placements/waitlist: April 20, 2018

Please note: There is an application process because there are always more students looking to take EDUC 500/935 than Cooperating Teachers. Placement in the course is NOT first-come first-serve, nor is it merit based; rather, course placements are made based on seniority so that students who must complete the course to continue in their Education programs can do so. If you apply by the deadline, you will be considered for the course. However, be aware that we are typically able to accommodate most, but not all, requests for a placement in a particular semester. Please be as flexible as possible when identifying days and times you are available for Seminar, as you are more likely to be placed if you provide more than one option. If you are placed, we will do our best to assign you to your preferred grade level and subject, however you might be placed in your second or third choice.
If you are placed:

You MUST reply to placement email to accept the placement by Tuesday, April 24, 2018. If you do not, you will you lose your placement and will need to apply again next semester.

Your placement email will include:

name and address of your school

Seminar time and location

name of UNH Seminar Professor

Your UNH Seminar Professor will assign you a Cooperating Teacher, grade, and subject at the beginning of the semester.

You do NOT to register for EDUC 500/935 yourself. We will submit your name to the Department of Education Academic Advisor, Cindy Glidden who will register you for the course.

You MUST have one 5-hour block or two 2.5-hour blocks open for fieldwork at your assigned school. Travel time is NOT included. Please keep this in mind when registering for courses. You will schedule your weekly fieldwork in coordination with your Cooperating Teacher and your UNH Seminar Professor once the course begins.

According to NH state law, local school district policy dictates whether or not you must complete a background check before you begin your EDUC 500/935A classroom experience. You will be provided with further instructions as soon as your specific school location is finalized. In most cases, you will need to schedule an appointment at the SAU office. The cost of the background check is approximately $30.00.

If you are put on the waitlist:

You might receive an email offering a placement up until registration closes.

If you are not offered a placement, we will email you when registration closes offering priority status for next semester. You must reply to this email confirming priority status and you must reapply for the following semester.

Questions and Concerns

Our EDUC 500 Coordinator is Morgan Lynch.
Ed500.info@unh.edu
(603) 862-4919
Morrill Hall 202AC

If the EDUC Coordinator is unavailable, you may contact the Field Experiences Program Coordinator, Shannan Douglas
shannan.douglas@unh.edu
(603) 862-4501
Morrill Hall 107

During University holidays, please call the Department of Education: (603) 862-2310.

Frequently Asked Questions

1. Do I have to take Education 500/935?

EDUC 500/935 (or its equivalent) is the required course for undergraduates who wish to pursue most teacher preparation courses at UNH including the:

5th-year Teacher Education master's degree program in elementary or secondary education

4-year undergraduate options in music, mathematics, family studies (P-3), or physical education

If you intend to minor in education or want to be admitted to the 4- or 5-year teaching programs you should take EDUC 500/935.

2. Suppose I don't want to teach, but want to be a principal, a guidance counselor, a school nurse, or something like that. Should I still take Education 500/935?

In EDUC 500/935 there will be opportunities to explore school-related occupations outside the classroom, such as guidance counseling, athletic directing, English language learning, and outdoor education. EDUC 500/935 will get you into the school environment and can help you determine your desired areas of certification and your grade level preferences.

3. I've had lots of experience working with children. Do I still have to take Education 500/935?

There is a waiver process for those who have accrued 65 hours in a classroom setting. If you would like to petition to have the EDUC 500/935 course requirement waived, please contact the Director of Educator Preparation, Tom Schram.

tom.schram@unh.edu (603) 862-2383 Morrill 202D

Since each situation is unique Tom will advise you on whether your experience is truly comparable to EDUC 500/935 and if a petition is feasible. If this preliminary evaluation of your experience appears comparable, you will be provided with the petition form and will then need to provide:

Documentation of a minimum of 65 hours of fieldwork verified by a supervisor

At least two letters of reference that provide an evaluation of your performance working with students in a classroom setting.

A brief summary of the types of work you have undertaken in schools (e.g., teaching lessons designed by others, designing and teaching your own lessons, lecturing, leading class discussions, correcting student work, chaperoning school field trips)

The completed petition form

Completed petition forms should be returned with the accompanying documentation either directly to Tom Schram or to the Internship office (Morrill 107). Please note that the waiver is NOT automatically granted upon completion of the process.

4. When should I take Education 500/935?

Although there is no hard and fast rule, we suggest taking EDUC 500 your sophomore year. This gives you sufficient time to plan for college and university requirements, and to identify possible majors related to your area of interest in education. However, do not panic if you decide later in your college career to explore teaching as a career option! Many students take EDUC 500 in their junior or senior year, while others enroll in EDUC 935 as graduate students.

Please note that because of the large number of applicants, you may not receive permission to take EDUC 500 the first time you apply. If possible, it is helpful to plan ahead when applying for permission to take EDUC 500.

5. What if I don't have a major yet?

That is quite all right. Maybe EDUC 500 will help you reach a decision. It helps if you have done some thinking about possible majors and fields of interest ahead of time so that we can place you with a teacher whose interests parallel yours.

6. Are there any prerequisites for Education 500/935?

There are no course prerequisites for EDUC 500/935. You do, however, have to apply to take the course. When you apply, we assume that you are genuinely interested in finding out if you want to teach. Commitment and responsibility are essential.

7. What is the weekly time commitment for Education 500/935?

You will have a two-hour Seminar one afternoon per week, and you will be expected to spend 5 hours one day a week or 2.5 hours twice a week at your school placement site. You should also factor in travel time to and from your school. Many sections hold the two-hour Seminar at the school rather than at UNH. There are Seminar readings and writing assignments that, on average, involve an additional 3-6 hours per week.

8. Where does Education 500/935 meet?

Each section of EDUC 500/935 will be assigned to an area school or several area schools. Students in that section will do their fieldwork in those particular schools.

Seminar will meet either in one of the schools assigned to that section, or on campus. In either case, every Seminar will meet on campus for the first time and your UNH Seminar Professor will tell you where the Seminar will be meeting thereafter. Some Seminars may list that their location is to be announced (TBA). If your Seminar is listed as such, you should check the Time and Room schedule online during the first week of class.

9. What kinds of schools and subjects can I explore?

You can be placed in an elementary (K-5), middle (6-8), or secondary (9-12) school. Starting in middle school, most schools divide their curriculum into subject areas (e.g., mathematics, English, biology, art) so you will likely focus on one discipline if you are placed at the middle or secondary level. You will rank your grade level and subject preferences on the EDUC 500/935 application.

Durham students interested in completing their EDUC 500/935 course in a diverse urban school can do so in Manchester. For more information on EDUC 500/935 in Manchester, please contact the Manchester Director of Field Experiences, Kathryn McCurdy at kathryn.mccurdy@unh.edu.

10. What will I be doing in the schools for Education 500/935?

This varies from student to student. You will be assigned to an experienced teacher who has agreed to work with you. You will observe first, and then eventually teach small groups of students and/or the whole class.

11. How much teaching will I be doing?

This will depend on decisions made by you, your Cooperating Teacher, and your UNH Seminar Professor. You will not be expected to teach full-sized classes on a day-to-day or week-to-week basis, although you may teach the entire class on occasion. You will also have the opportunity to work with small groups, and you may help with the evaluation of students or set up and lead activities.

12. Will I be listened to and respected by the students?

This is an extremely difficult question to answer. A big part of the answer depends on your relationship with the students and how you expect to be treated. Your Cooperating Teacher and UNH Seminar Professor can strategize with you, and your demeanor should reflect your pre-professional status in the classroom.

13. What will I be doing in the seminar for Education 500/935?

As mentioned before, you will have a 2-hour afternoon weekly Seminar either in a local school or on campus. From time to time, Cooperating Teachers from the local schools will join your Seminar or even lead it. Although each UNH Seminar Professor runs his or her Seminar a bit differently, there are certain common themes that all sections discuss. One major goal of the Seminar is to allow time for you to make sense out of what has been happening during your field experience. Your UNH Seminar Professor will also try to provide information which will help you function more effectively in the schools. Your Seminar will likely include topics such as how to engage students in learning; how the school and community work together; working with English language learners and students with special needs; different methods of evaluation; and whether or not teaching is the right career for you.

14. Can I have any say in my placement?

Of course! You will provide your grade level and subject preferences on the application.

15. Who provides transportation for Education 500/935?

The application asks if you have regular access to a car. If the answer is no, every attempt is made to place you in a school that is accessible by foot, by Wildcat Transit, or by Coast bus. Sometimes students without cars are placed in sections without public transit access in the hopes that a carpool can be arranged. UNH Seminar Professors try to arrange carpools during your first Seminar in hopes of easing the transportation obligations of each student.

16. What if my whole schedule changes after I've written on the application that I would keep, for example, Wednesday afternoons open for seminar?

Notify the EDUC 500/935 Coordinator immediately. It is possible that a placement might be available in another section that works with your new schedule. If a new placement is not readily available, you may put your name on the waitlist in hopes that a new placement will open up at a later date. Otherwise, you will need to take EDUC 500/935 during another semester.

17. What if other things change (like I no longer have a car, or want to work with a different age level) after I've received an Education 500/935 placement?

Notify the EDUC 500/935 Coordinator immediately. We will do our best to accommodate you, but if a satisfactory placement is not available or does not become available, you may have to settle for your original placement or drop the course and reapply another semester.

18. What if I decide halfway through the semester that I don't want to teach?

This is an appropriate outcome for Exploring Teaching. A first step is to discuss your feelings with your UNH Seminar Professor. You can still finish the course as an educational experience. Deciding not to become a teacher is not related to passing the course; in fact, this very decision is one of the major goals of the course. The final paper can be used to describe how you came to the decision and why teaching is not the career for you.

19. How will I be graded on Education 500/935?

There is no letter grade assigned for EDUC 500/935. Satisfactory completion of the course requirements will result in a grade of "credit." Unsatisfactory work will result in a grade of "fail." Please remember that satisfactory completion of EDUC 500/935 is a prerequisite for further study in the Teacher Education Program, and that both the Cooperating Teacher Evaluation and the UNH Seminar Professor evaluation will be seriously considered if you decide to apply to the graduate program.

20. Can I take other Education Department courses during my Exploring Teaching semester?

Yes, you can take other 700/800 level courses concurrent with EDUC 500/935, but you must be at least a junior in order to be eligible for these courses. One of the main goals of EDUC 500/935 is to allow you to determine if you want to go into teaching as a career.

21. What if my Education 500/935 seminar time conflicts with my sports schedule or other campus activities?

If you are actively involved on campus, it may take extra planning to schedule EDUC 500/935. If you are involved in a Fall sport, for example, you should apply for a Spring placement. If you are an athlete, and are consciously trying to work your schedule around your athletic commitment, please note what sport you play on your application and how this affects your placement. Other activities may limit what days you are available for Seminar. Please consider this information before applying so you do not have to go through the process of changing sections due to a conflict. If conflicts are unavoidable, you will need to take EDUC 500/935 another semester.

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Education 500/935: Exploring Teaching is a four-credit course offered every semester for students considering a career in teaching and is a prerequisite for most Education courses. You will spend 5 hours each week in the field (a total of 60 hours over the course of the semester) in a public school classroom observing, teaching, grading, lesson planning, etc.

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Our Mission We focus on the effective application of information technology and the visual arts to the teaching, learning, research, and outreach efforts of the University community. We foster collaborative partnerships which advance the integration of information technology in teaching and learning as well as the visual character of the University and its community.

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Motivis Learning | Learning Relationship Management Platform

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Evolve beyond the Learning Management System. Motivis Learning's platform unifies content, communication and data to drive student success.

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https://www.unh.edu/uacc/

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High Impact Experiences and Student Resources

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Human Development and Family Studies - Careers Page

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Human Development and Family Studies - Careers Page

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This broad approach prepares students for careers in nonprofit agencies, schools, hospitals, human services organizations, and community centers. While some students pursue a graduate degree in Marriage and Family Therapy, Social Work, Education, or Guidance Counseling, others begin their careers by working in the community.