College of Education & Human Services
Teacher Preparation
Educator Preparation
Reflective Paper 1 Directions
Teacher education candidates should address the candidate dispositions in reflective paper one.
Reflective Paper #1 is submitted to the major department. Address each of the following items in your paper as you reflect on your decision to enter the Teacher Education Program (TEP) at ´ºÓêÖ±²¥ Illinois University. Use the scoring rubric to organize your paper and to ensure you address each item listed below. For style and grammar, consult the APA (American Psychological Association) style manual, which is available where textbooks are sold,
in the Reference section of the Malpass Library, in the back of the style manual used in ENG 180 & 280, or summarized on a website such as:
 (click on APA Style Guide in the left hand navigation area).
You will be evaluated on the following items:
- Briefly specify your primary reason for selecting teaching as your career, and reflect on your strengths as a potential teacher.
- Provide 1-2 examples of experiences working with students/children and what you have learned about teaching and learning from these experiences.
- Review the 4 WIU TEP Candidate Dispositions and (a) present one example of how you need to personally or professionally improve on each disposition (b) formulate and describe your plan to improve upon the disposition. Make sure that you address all 4 of the dispositions.
- Submit a polished paper, paying close attention to organization, spelling, sentence structure, grammar, and writing mechanics. Consult your department for the correct style guidelines used by your discipline.
The Reflective Essay should be submitted to your major department. It will be evaluated using the scoring rubric:
Scoring Rubric
| Criteria | Does Not Meet (1) | Meets (2) | Exceeds (3) |
|---|---|---|---|
| Teaching as a Career | Failed to specify sufficient or relevant reason(s) for selecting teaching as a career. | Clearly specified and discussed sufficient and relevant reason(s) for selecting teaching as a career. | Contained a well-defined and in-depth discussion of reason(s) for selecting teaching as a career. |
| Examples (1-2) of Experiences Working with Children | Failed to provide specific or appropriate example(s) of working with students/children and/or an adequate discussion of what was learned about teaching and learning from the experience(s). | Provided appropriate and sufficient example(s) of working with students/children and an adequate discussion of what was learned about teaching and learning from the experience(s). | Provided highly relevant example(s) of experiences working with students/children and an insightful discussion of what was learned about teaching and learning from the experience(s). |
| Dispositions – Examples Needing Improvement | Failed to identify and/or discuss one example for EACH of the 4 TEP dispositions. | Identified and adequately discussed at least one example for EACH of the 4 TEP dispositions. | Provided a detailed and thoughtful discussion of at least one example for EACH of the 4 TEP dispositions. |
| Improvement Plan for Dispositions | Failed to describe an adequate or relevant plan to improve upon EACH of the 4 TEP dispositions. | Described a clear and appropriate plan to improve upon EACH of the 4 TEP dispositions. | Described a detailed and thoughtful plan to improve upon EACH of the 4 TEP dispositions. |
| Organization of Content | Content lacks logical organization and is difficult to follow. | Content is sufficiently organized, cohesive, and coherent within each section | Content is well organized, cohesive, and coherent throughout the paper. |
| Spelling, Grammar, Sentence Structure, and Writing Mechanics | Paper is not written well; it contains excessive errors in spelling, punctuation, and/or grammar. Common errors include incomplete sentences, sentence fragments, run-on sentences, comma splices, noun/pronoun disagreement, incorrect word forms, etc. | Paper is written well; it contains appropriate paragraphing, complete sentences, and no or few errors in spelling, punctuation, or grammar. | Paper is exceptionally well written; it contains no mechanical, spelling, or grammatical errors and includes a variety of sentence structures. |
Advising Contact Information
Kim Moreno
Teacher Education Advisor
Bilingual/English as a Second Language
Elementary Education
Quad Cities Campus
KM-Moreno@wiu.edu
Riley Konitzer
(Pronouns: They/Them)
Teacher Education Advisor
Middle Level Education
Bilingual/English as a Second Language
Early Childhood, Elementary, Physical Education and Special Education
Macomb Campus
Horrabin Hall 40
R-Konitzer@wiu.edu
(309) 298-1438
Advising Quick Links
- Prospective and Incoming Freshmen or Transfers
- Student Organizations
- Student Teaching Application
- Study Skills & Tutoring
- Undergraduate Catalog
Teachers interested in other endorsement areas should contact the licensure office at (309) 298-2117
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