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Richard R. Flores, Director GEB 1.308, Austin, TX 78712 • (512) 232-2789

Rosemary Morrow

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Clinical Assistant Professor

Contact

Biography

Rosemary Morrow is a clinical assistant professor the UTeach Liberal Arts Program. She worked for over thirty years in the Austin Independent School District as a social studies teacher and as a curriculum administrator. She holds a Bachelor of Arts and a Doctorate of Philosophy from The University of Texas at Austin and a Masters of Education from Southwest Texas State University (now Texas State University). She is a member of the Capital Area Council for the Social Studies, Texas Council for the Social Studies, National Council for the Social Studies, Texas Social Studies Supervisors Association, National Social Studies Supervisors Association, Phi Delta Kappa University of Texas Chapter, Alpha Chapter, Delta Kappa Gamma International Society, and AAUW- Austin Branch. She also serves on the Travis County Historical Commission, Law-Related Education, Inc. Board of Directors, the Texas State Historical Association Education Committee, and the Board of Governors of Jourdan-Bachman Pioneer Farms.

UT Courses: UTL 360 – Student Teacher Seminar
Years Taught in K-12: 29 years
Campuses: Porter Junior High, Austin High School, Austin Independent School District
Subjects: Grade 7 Texas History, Grade 8 U.S. History, World Geography, World History, U.S. History, AP U.S. History, U.S. Government, Economics, American Studies (combined English Language Arts and U. S. History), Texas History elective.
Other Experience: Social StudiesInstructional Coordinator and Administrative Supervisor for Social Studies, K-12, Austin Independent School District; Assistant Director and Director for Social Studies, Texas Education Agency
Awards: Austin Young Lawyers Association Liberty Bell Award, Delta Kappa Gamma Austin Coordinating Council Outstanding Woman in Education, Renaming of Texas Social Studies Supervisor of the Year Award to the Dr. Rosemary Morrow Texas Social StudiesSupervisor of the Year Award, Stephen F. Austin High School Hall of Honor Honored Faculty, Stephen F. Austin Teacher of the Year, Texas Alliance for Geographic Education Distinguished Service Award, Texas Council for the Social Studies Billy Sills Distinguished Service Award, Texas Council for the Social Studies President’s Award, and Texas State Historical Association Leadership in Education Award

Rosemary Morrow on Teaching

It is exciting to continue to be part of the teaching profession after a number of years in the classroom, as an administrator, and as a statewide director in social studies. I was blessed to have a tremendous teaching experience at both the junior high school and high school levels. I only hope that students gained half the knowledge that I learned along the way. It is refreshing to communicate with former students from a number of years ago and to hear what they remember from their time with me. Teaching is rewarding, and despite the limited number of choices women had when I first started my career, I know that education is the right profession for me. I believe that public education more than ever needs strong educators who are willing to prove the critics wrong. The UTeach-Liberal Arts Program provides pre-service teachers with experiences at the elementary, middle school, and high school levels before they student teach. When they leave the program, they are ahead of beginning teachers coming out of other certification programs.

Areas of Expertise

Assessment
Curriculum and Instruction
Educational Systems
State and National Standards
Social Studies Methods

UTL 360 • Probs/Prins Of Secondary Educ

47620 • Fall 2014
Meets TH 500pm-600pm CLA 0.112
show description

Prerequisites:

  • successful completion of UTL 101
  • a grade of A or B (84 or above) in UTL 202
  • a grade of A or B (84 or above) in UTL 640
  • overall UT GPA of 2.75 or above and GPA of 3.0 in certification area
  • laptop computer

Course Description: UTL 360 will provide students with support for the student teaching experience and an in-depth application of the theory and practice that is necessary to design and deliver excellent instruction. Students attend a three-hour course on the UT campus as support for teaching on a high school campus. Students will begin teaching one to two classes then reach the maximum number of classes allowed after about three weeks. The cooperating teacher will work with the UTeach student to improve their teacher abilities as the semester progresses. The formative evaluation with the student teacher, cooperating teacher, and observer will be completed mid-way through the teaching experience. The summative evaluation with the student teacher, cooperating teacher, and observer will be completed at the end of the teaching experience.

Course Objectives:

Students will

  • Implement instructional strategies that meet the needs of a diverse student population.
  • Address curricular issues such as vertical and horizontal alignment, organization of content, and development of skills.
  • Design and deliver interactive lessons.
  • Prepare and implement learner-centered instructional activities.
  • Focus on-time/on-task issues during instruction.
  • Construct and implement a successful classroom management strategy appropriate for middle or high school students.
  • Apply state and national standards when designing lessons.
  • Analyze one's own personality and learning style as it relates to teaching.
  • Serve as a role model by demonstrating clear communication, pleasant demeanor, interest in each individual student, and accurate content.
  • Design and teach lesson plans appropriate for the subject area observed.
  • Demonstrate how and when to assess student performance.
  • Become reflective practitioners using reflections to improve over time.
  • Begin to prepare for state certification exams, professional development opportunities, and appraisal systems.
  • Utilize technology to communicate, collaborate, investigate, and instruct.

Grading System:

  • Effective Student Management 20%
  • Unit Plan First Draft 20%
  • Constructing Résumé and Philosophy 20%
  • Unit Plan Second Draft 30%
  • Presentation of Unit Plan 10%

UTL 360 • Probs/Prins Sec Ed-Soc Studies

47810 • Spring 2014
Meets TH 500pm-600pm CLA 0.112
show description

Prerequisites:

  • successful completion of UTL 101
  • a grade of A or B (84 or above) in UTL 202
  • a grade of A or B (84 or above) in UTL 640
  • overall UT GPA of 2.75 or above and GPA of 3.0 in certification area
  • laptop computer

Course Description: UTL 360 will provide students with support for the student teaching experience and an in-depth application of the theory and practice that is necessary to design and deliver excellent instruction. Students attend a three-hour course on the UT campus as support for teaching on a high school campus. Students will begin teaching one to two classes then reach the maximum number of classes allowed after about three weeks. The cooperating teacher will work with the UTeach student to improve their teacher abilities as the semester progresses. The formative evaluation with the student teacher, cooperating teacher, and observer will be completed mid-way through the teaching experience. The summative evaluation with the student teacher, cooperating teacher, and observer will be completed at the end of the teaching experience.

Course Objectives:

Students will

  • Implement instructional strategies that meet the needs of a diverse student population.
  • Address curricular issues such as vertical and horizontal alignment, organization of content, and development of skills.
  • Design and deliver interactive lessons.
  • Prepare and implement learner-centered instructional activities.
  • Focus on-time/on-task issues during instruction.
  • Construct and implement a successful classroom management strategy appropriate for middle or high school students.
  • Apply state and national standards when designing lessons.
  • Analyze one's own personality and learning style as it relates to teaching.
  • Serve as a role model by demonstrating clear communication, pleasant demeanor, interest in each individual student, and accurate content.
  • Design and teach lesson plans appropriate for the subject area observed.
  • Demonstrate how and when to assess student performance.
  • Become reflective practitioners using reflections to improve over time.
  • Begin to prepare for state certification exams, professional development opportunities, and appraisal systems.
  • Utilize technology to communicate, collaborate, investigate, and instruct.

Grading System:

  • Effective Student Management 20%
  • Unit Plan First Draft 20%
  • Constructing Résumé and Philosophy 20%
  • Unit Plan Second Draft 30%
  • Presentation of Unit Plan 10%

UTL 360 • Probs/Prins Of Secondary Educ

47585 • Fall 2013
Meets TH 500pm-600pm CLA 0.112
show description

Prerequisites:

  • successful completion of UTL 101
  • a grade of A or B (84 or above) in UTL 202, overall and certification area GPA of 2.5
  • a grade of A or B (84 or above) in UTL 640, overall and certification area GPA of 2.5
  • laptop computer

Course Description: UTL 360 will provide students with support for the student teaching experience and an in-depth application of the theory and practice that is necessary to design and deliver excellent instruction. Students attend a three-hour course on the UT campus as support for teaching on a high school campus. Students will begin teaching one to two classes then reach the maximum number of classes allowed after about three weeks. The cooperating teacher will work with the UTeach student to improve their teacher abilities as the semester progresses. The formative evaluation with the student teacher, cooperating teacher, and observer will be completed mid-way through the teaching experience. The summative evaluation with the student teacher, cooperating teacher, and observer will be completed at the end of the teaching experience.

Course Objectives:

Students will

  • implement instructional strategies that meet the needs of a diverse student population.
  • address curricular issues such as vertical and horizontal alignment, organization of
  • content, and development of skills.
  • design and deliver interactive lessons.
  • prepare and implement learner-centered instructional activities.
  • focus on-time/on-task issues during instruction.
  • construct and implement a successful classroom management strategy appropriate for
  • middle or high school students.
  • apply state and national standards when designing lessons.
  • analyze their own personality and learning style as it relates to teaching.
  • serve as a role model by demonstrating clear communication, pleasant demeanor,
  • interest in each individual student, and accurate content.
  • design and teach lesson plans appropriate for the subject area observed.
  • demonstrate how and when to assess student performance.
  • become reflective practitioners using reflections to improve over time.
  • begin to prepare for state certification exams, professional development opportunities,
  • and appraisal systems.
  • utilize technology to communicate, collaborate, investigate, and instruct.

Grading System:

  • Effective Student Management 20%
  • Unit Plan First Draft 20%
  • Constructing Résumé and Philosophy 20%
  • Unit Plan Second Draft 30%
  • Presentation of Unit Plan 10%

UTL 360 • Probs/Prins Of Sec Educ-Lote

47167 • Spring 2013
Meets TH 500pm-600pm CLA 0.112
show description

Prerequisites: 

  • successful completion of UTL 101
  • a grade of A or B (84 or above) in UTL 202, overall and certification area GPA of 2.5
  • a grade of A or B (84 or above) in UTL 640, overall and certification area GPA of 2.5
  • laptop computer

Course Description:  UTL 360 will provide students with support for the student teaching experience and an in-depth application of the theory and practice that is necessary to design and deliver excellent instruction. Students attend a three hour course on the UT campus as support for teaching on a high school campus. Students will begin teaching one to two classes then reach the maximum number of classes allowed after about three weeks. The cooperating teacher will work with the UTeach student to improve their teacher abilities as the semester progresses. The formative evaluation with the student teacher, cooperating teacher, and observer will be completed mid-way through the teaching experience. The summative evaluation with the student teacher, cooperating teacher, and observer will be completed at the end of the teaching experience.

Course Objectives:

Students will

  • implement instructional strategies that meet the needs of a diverse student population.
  • address curricular issues such as vertical and horizontal alignment, organization of content, and development of skills.
  • design and deliver interactive lessons.
  • prepare and implement learner-centered instructional activities.
  • focus on-time/on-task issues during instruction.
  • construct and implement a successful classroom management strategy appropriate for middle or high school students.
  • apply state and national standards when designing lessons.
  • analyze their own personality and learning style as it relates to teaching.
  • serve as a role model by demonstrating clear communication, pleasant demeanor, interest in each individual student, and accurate content.
  • design and teach lesson plans appropriate for the subject area observed.
  • demonstrate how and when to assess student performance.
  • become reflective practitioners using reflections to improve over time.
  • begin to prepare for state certification exams, professional development opportunities, and appraisal systems.
  • utilize technology to communicate, collaborate, investigate, and instruct.

Grading System:

  • Effective Student Management: 20%
  • Unit Plan First Draft: 16%
  • Constructing Résumé and Philosophy: 20%
  • Unit Plan Second Draft: 24%
  • Participation: 10%
  • Presentation of Unit Plan: 10%

UTL 360 • Probs/Prins Sec Educ-English

47168 • Spring 2013
Meets TH 500pm-600pm CLA 0.112
show description

Prerequisites: 

  • successful completion of UTL 101
  • a grade of A or B (84 or above) in UTL 202, overall and certification area GPA of 2.5
  • a grade of A or B (84 or above) in UTL 640, overall and certification area GPA of 2.5
  • laptop computer

Course Description:  UTL 360 will provide students with support for the student teaching experience and an in-depth application of the theory and practice that is necessary to design and deliver excellent instruction. Students attend a three hour course on the UT campus as support for teaching on a high school campus. Students will begin teaching one to two classes then reach the maximum number of classes allowed after about three weeks. The cooperating teacher will work with the UTeach student to improve their teacher abilities as the semester progresses. The formative evaluation with the student teacher, cooperating teacher, and observer will be completed mid-way through the teaching experience. The summative evaluation with the student teacher, cooperating teacher, and observer will be completed at the end of the teaching experience.

Course Objectives:

Students will

  • implement instructional strategies that meet the needs of a diverse student population.
  • address curricular issues such as vertical and horizontal alignment, organization of content, and development of skills.
  • design and deliver interactive lessons.
  • prepare and implement learner-centered instructional activities.
  • focus on-time/on-task issues during instruction.
  • construct and implement a successful classroom management strategy appropriate for middle or high school students.
  • apply state and national standards when designing lessons.
  • analyze their own personality and learning style as it relates to teaching.
  • serve as a role model by demonstrating clear communication, pleasant demeanor, interest in each individual student, and accurate content.
  • design and teach lesson plans appropriate for the subject area observed.
  • demonstrate how and when to assess student performance.
  • become reflective practitioners using reflections to improve over time.
  • begin to prepare for state certification exams, professional development opportunities, and appraisal systems.
  • utilize technology to communicate, collaborate, investigate, and instruct.

Grading System:

  • Effective Student Management: 20%
  • Unit Plan First Draft: 16%
  • Constructing Résumé and Philosophy: 20%
  • Unit Plan Second Draft: 24%
  • Participation: 10%
  • Presentation of Unit Plan: 10%

UTL 360 • Probs/Prins Sec Ed-Soc Studies

47169 • Spring 2013
Meets TH 500pm-600pm CLA 0.112
show description

Prerequisites: 

  • successful completion of UTL 101
  • a grade of A or B (84 or above) in UTL 202, overall and certification area GPA of 2.5
  • a grade of A or B (84 or above) in UTL 640, overall and certification area GPA of 2.5
  • laptop computer

Course Description:  UTL 360 will provide students with support for the student teaching experience and an in-depth application of the theory and practice that is necessary to design and deliver excellent instruction. Students attend a three hour course on the UT campus as support for teaching on a high school campus. Students will begin teaching one to two classes then reach the maximum number of classes allowed after about three weeks. The cooperating teacher will work with the UTeach student to improve their teacher abilities as the semester progresses. The formative evaluation with the student teacher, cooperating teacher, and observer will be completed mid-way through the teaching experience. The summative evaluation with the student teacher, cooperating teacher, and observer will be completed at the end of the teaching experience.

Course Objectives:

Students will

  • implement instructional strategies that meet the needs of a diverse student population.
  • address curricular issues such as vertical and horizontal alignment, organization of content, and development of skills.
  • design and deliver interactive lessons.
  • prepare and implement learner-centered instructional activities.
  • focus on-time/on-task issues during instruction.
  • construct and implement a successful classroom management strategy appropriate for middle or high school students.
  • apply state and national standards when designing lessons.
  • analyze their own personality and learning style as it relates to teaching.
  • serve as a role model by demonstrating clear communication, pleasant demeanor, interest in each individual student, and accurate content.
  • design and teach lesson plans appropriate for the subject area observed.
  • demonstrate how and when to assess student performance.
  • become reflective practitioners using reflections to improve over time.
  • begin to prepare for state certification exams, professional development opportunities, and appraisal systems.
  • utilize technology to communicate, collaborate, investigate, and instruct.

Grading System:

  • Effective Student Management: 20%
  • Unit Plan First Draft: 16%
  • Constructing Résumé and Philosophy: 20%
  • Unit Plan Second Draft: 24%
  • Participation: 10%
  • Presentation of Unit Plan: 10%

UTL 360 • Probs/Prins Of Secondary Educ

46942 • Fall 2012
Meets TH 500pm-800pm WEL 2.308
show description

Prerequisites

  • successful completion of UTL 101
  • a grade of A or B (84 or above) in UTL 202, overall and certification area GPA of 2.5
  • a grade of A or B (84 or above) in UTL 303, overall and certification area GPA of 2.5
  • laptop computer

Course Description:  UTL 360 will provide students with support for the student teaching experience and an in-depth study of the theory and practice that is necessary to design and deliver excellent instruction. Students attend a three hour course on the UT campus as support for teaching on a high school campus. Students will begin teaching one to two classes then reach Total Teach after about three weeks. The cooperating teacher will work with the UTeach student to improve their teacher abilities as the semester progresses. The formative evaluation with the student teacher, cooperating teacher, and observer will be completed mid-way through the teaching experience. The summative evaluation with the student teacher, cooperating teacher, and observer will be completed at the end of the teaching experience.

Course Objectives:

Students will

  • implement instructional strategies that meet the needs of a diverse student population.
  • address curricular issues such as vertical and horizontal alignment, organization of content, and development of skills.
  • design and deliver interactive lessons.
  • prepare and implement learner-centered instructional activities.
  • focus on-time-on task issues during instruction.
  • construct and implement a successful classroom management strategy appropriate for high school students.
  • apply state and national standards when designing lessons.
  • analyze their own personality and learning style as it relates to teaching.
  • serve as a role model by demonstrating clear communication, pleasant demeanor, interest in each individual student, and accurate content.
  • design and teach lesson plans appropriate for the subject area observed.
  • demonstrate how and when to assess student performance.
  • become reflective practitioners using reflections to improve over time.
  • begin to prepare for state certification exams, professional development opportunities, and appraisal systems.
  • utilize technology to communicate, collaborate, investigate, and instruct.

Grading System:

  • Classroom Design: 20%
  • Unit Plan First Draft: 20%
  • Constructing Résumé and Philosophy: 20%
  • Unit Plan Second Draft: 20%
  • Job Bank/Loading Résumé: 10%
  • Presentation of Unit Plan: 10%
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