SEATTLE UNIVERSITYCOLLEGE OF EDUCATION

DEPARTMENT OF TEACHING, LEARNING AND SOCIAL JUSTICE

Seattle University Mission StatementSeattle University is dedicated to educating the whole person, to professional formation, and to empowering leaders for a just and humane world.The College of Education's Conceptual FrameworkPreparing Ethical and Reflective Professionals for Quality Service in Diverse Communities

TEED 5040: REFLECTIVE TEACHING FOR SOCIAL JUSTICE, 6 creditsSPRING 2018

Secondary Capstone and Secondary Service Learning

Elementary Service Learning

Elementary Capstone

Susan Cooper, Ph.D.Loyola Hall 416 (206) 296-8586 coopersu@seattleu.eduOffice hours by appointment

Kate Napolitan, Ph.D.Loyola Hall 401napolitk@seattleu.eduOffice hours by appointment

Mark Roddy, Ph.D.Loyola Hall 310mroddy@seattleu.edu (206) 296-5765Office hours by appointment

There is a Canvas page for this course, of course!(Additional web resources may be here: http://teed5040.wikispaces.com/home )

TEXTS and READINGSRequired:

Kohn, A. (2015). Schooling Beyond Measure & Other Unorthodox Essays About Education. Portsmouth, NH: Heinemann.ISBN-13: 978-0325074405 or ISBN-10: 0325074402

Washington Education Association. "Legal Rights and Responsibilities of Certified School Employees." 2003 (This is available as a pdf, linked on our class Canvas site (Day 3).)

Other materials will be distributed in class.

MIT CONCEPTUAL FRAMEWORK: The teacher is an ethical, knowledgeable and reflective decision-maker who teaches all learners to function effectively in a global and pluralistic society.

COURSE DESCRIPTION

This course engages students in structured reflection regarding their student teaching internship experience and implications for their careers as teachers. That reflection leads to action. Students explore the following themes and consider them in relation to their experience in schools: political, ethical, and social issues in education; patterns in the history of American schooling; the purpose of

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schooling; practical principles for effective teaching and learning; relationships between teachers and parents; and teachers as leaders for change.

Students prepare themselves for their work as beginning teachers. They design a project that helps them prepare for their first year of teaching, complete the project in groups, and assess their own learning. They also share ideas and strategies from their student teaching experiences, consider K-12 education from a historical perspective, and engage in reflective discussions on identity and integrity in teaching. They develop a professional growth plan. Finally, they develop and implement a service learning project in collaboration with a practicing teacher.

OBJECTIVES At the conclusion of this course, the students will:

1. Understand the ethical and moral complexities of schooling and develop a value position in relation to ethical and moral issues.

2. Understand the social and political dimensions of schooling. 3. Understand the central concepts, tools of inquiry, and structures of the disciplines and create

learning experiences that make these aspects of subject matter meaningful for students.4. Understand how children learn and develop and provide learning opportunities that support their

intellectual, social, and personal development.5. Understand how students differ in their approaches to learning and create instructional

opportunities that are adapted to diverse learners.6. Understand and use a variety of instructional strategies to encourage students’ development of

conceptual understanding of various subject areas through critical thinking, problem solving, and performance skills.

7. Use an understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation.

8. Use knowledge of effective verbal and nonverbal communication techniques and how to use educational technology to foster active inquiry, collaboration, and supportive interaction in the classroom.

9. Plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

10. Understand and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

11. Foster relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

12. Understand issues of diversity and multiculturalism and apply that understanding to educational decisions.

13. Continually reflect on and evaluate the effects of his/her choices and actions on others (students, parents, and other professionals) and actively seek opportunities to grow professionally.

14. Articulate an understanding of key historical forces that have shaped schools in the United States.15. Describe central components of current reform movements in American schooling. 16. Expand awareness and understanding of one’s own personal, social, and professional identities. 17. Expand awareness of one’s own philosophical orientations, social assumptions, and professional

contexts.18. Expand and apply knowledge and understanding of concepts, theories, and frameworks relevant to

social justice and issues of injustice. 19. Identify, value, and enact personal spheres of influence to interrupt oppression and sustain

justice as professionals and citizens for a humane world. 20. Continue to develop and demonstrate expertise in scholarly presentations—written, oral,

and visual—using APA (5th ed.) format when applicable in formal papers. 21. Understand and develop your ability to use the pedagogy of service learning to facilitate

your future students’ learning and commitment to working to enhance social justice. 2

COURSE INSTRUCTIONAL METHODS

Instructor- and student-led discussion, readings, role play simulations, lecture, videos, guest presenters, student presentations, panel discussions, and development and implementation of field-based service learning.

REQUIREMENTS

1. Attendance and participation: Much of the learning of the course occurs during class as we discuss issues and ideas, undertake group activities and tell appropriate jokes. Therefore, you are expected to attend all classes punctually, complete assigned readings and actively participate in in-class activities. If you must miss a class session, notify your instructor in advance. Your course grade will be lowered for lack of punctuality, for absences, and/or for lack of active participation and may result in additional assignments to fulfill certification requirements. It is your responsibility to take the initiative to develop the specifics of possible additional or substitute assignments, and obtain instructor approval for these.

2. Interpersonal and professional behavior: Performance in this course depends upon completing assignments successfully, as well as demonstrating strong interpersonal and professional skills. These skills are characterized by the following behaviors: demonstrating enthusiasm for teaching and learning by exhibiting a positive attitude, caring, and a sense of humor; willingly accepting constructive feedback and using that feedback to improve learning; taking initiative; using tact and discretion; displaying self-confidence; and interacting effectively with peers and education professionals. Your grade, in part, is based on these behaviors.

3. Complete all assignments by the due date. Unless a prior arrangement has been made, one point may be deducted for each day late. All written assignments must be 1.5 or double-spaced, in 12-point font or the equivalent, and with reasonable margins for comments.

4. Satisfactory performance in the field setting (Service Learning) is a required component of the course.

Professional Growth Record *k. Personal Educational Philosophy/Essence of Education*l. Professional Growth Plan

*These assignments are linked to another essential component of the Professional Growth Record—the Comprehensive Learning Instruction Plan (unit plan taught during student teaching). The Professional Growth Record serves as your comprehensive examination for the Master in Teaching degree.

GRADING (200 points total)20 Punctual attendance and participation in all classes, having completed assigned readings15 Appropriate interpersonal and professional behavior10 Critical Issues/Questions20 Alfie Kohn Essay: Critical reflection and lead discussion15 Student Teaching Gems25 Self-Directed Group Project and Presentation15 School Law reading, participation, and discussion

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15 History of American Education participation, and discussion sessionCr/Nc Professional Growth Plan (uploaded to Canvas)15 This I Believe: Personal Educational Philosophy & /Essence of Education 50 Service Learning Project and Report

Note: You must upload a successful Professional Growth Plan to Canvas in order to be certified. You must get a grade of “B” or better (“B” means 3.0; a B- is not sufficient) for your final grade in this course in order to complete the MIT program.

GRADING SCALE200-190 A 174-160 B189-180 A- 159-155 B-179-175 B+ 154-150 C+

* Service Learning course meeting time

Date & Time Content4/17/2018 Tuesday9-noon

Day 1

1-3PM

Welcome BackCourse OverviewStages of New Teacher GrowthMaking Sense of Student Teaching => Critical Issues & QuestionsSchool History Video 1: 1770-1890----------------

De-brief edTPA*1-2 PM Elementary Folks ONLY – Intro to Service Learning (Sec. folks dismissed)

4/19 Thursday.9-noon

Day 2

Model Alfie Kohn DiscussionPlanning for Issues SessionsPlanning for Student Teaching Gems and Self-Directed Group Projects*11-12 PM Elementary Folks ONLY –Service Learning (Sec. folks dismissed)

4/24 Tuesday9-noon

Day 3

1-3PM

*Service Learning panelGuest Speaker, Jon Greenberg – “Teaching for social justice… and dealing with the backlash”Alfie Kohn Discussions #1----------------School Law

4/26 Thursday9-noon

Alfie Kohn Discussions #2School History Video 2: 1890 – 1950

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Day 4 Group Work Time

-------------------*1-3PM Secondary Folks ONLY – Service Learning (Elem. folks dismissed)

5/1 Tuesday9-noonDay 5

Alfie Kohn Discussions #3School History Video 3: 1950 - 1980*Service Learning

5/3 Thursday9-noonDay 6

Alfie Kohn Discussions #4School History Video 4: 1980 - ~2000Self-Directed Group Project work time

5/8 Tuesday9-noonDay 7

Alfie Kohn Discussions #5Guest Speaker, Alan Sutliff – “The WEA”The use of video as a teaching tool

5/10 Thursday9-noonDay 8

Panel of First and Second-Year MIT GradsAlfie Kohn Discussions #6

5/15 Tuesday.9-noonDay 9

Student Teaching Gems #1Update School History Videos and DiscussGroup Work Time

5/17 Thursday9-noon

Day 10

Student Teaching Gems #2Introduce the Essence of Ed and PGP assignmentsGroup Work Time*Service Learning Reflection and Conference Considerations

5/22 Tuesday9-noonDay 11

Student Teaching Gems #3School History Critical Issue Presentations

5/24 Thursday9-noonDay 12

Course Synthesis*Service Learning Reflection & Conference Preparation

5/31 Thursday9AM-6:00PM

Day 13

9 - noon - Service Learning Conference – Part I

1 - 3:00 PM – Service Learning Conference - Part II

3:15 – 4 PM – De-brief the MIT Program with the Dean

4:30 - 6:00 PM PEAB Meeting

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Name of Assignment: Service Learning Project & PresentationPoints: 50Date Due: Satisfactory service-learning proposal has been submitted (5 points)

Service-learning Action Plan is submitted by May 1 (20 points) Service Learning project is implemented and completed (~ 20 hours total, April - May)

Presentation completed on May 31st (20 points)Active listening and participation in the May 31st presentations of other teams (5 points)

Assignment Objective:In teams of 2-3, students will collaborate with practicing teachers and /or community-based educators to plan, implement, assess and critically reflect on a service-learning activity. They will use a published set of standards to design and evaluate the strengths and weaknesses of the project as it was implemented. They will describe their projects and engage others in a critical discussion.

Rationale for the Assignment:This assignment will enable you to develop your ability to engage in learning through service-learning pedagogy and to synthesize content from courses and strands encountered throughout the MIT program. This assignment gives you an opportunity to design instruction at the social action level.

Description of the Assignment: 1. Plan and implement a service-learning project that involves K-12 students, practicing educators, and/or a political action in addressing a genuine community need.

2. By May 1 write and submit a complete “Service-Learning Action Plan” (one per group).

3. After receiving instructor approval of your Service Learning Action Plan, implement the project. Each MIT student should invest approximately 20 hours of time in the project. This includes all the time involved in planning, writing the action plan, communication, travel, implementation, preparing for the conference presentation, reflection and assessment.

4. Present and analyze the project as part of a Service-Learning Conference to take place at the end of the course. The presentation will take ~ 25 minutes. Details for this presentation will be given in class, but your presentation will include a presentation about your service learning project and critical reflection about your engagement.

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SERVICE-LEARNING ACTION PLAN (20 points)

Due: Tuesday, May 1

Name(s)__________________ School ______________________

Project Title __________________________________________________

Course/Grade Level____________________________________________

Number of People Involved/Served________________

Address each of the following questions using the numbers provided to structure your plan.

1. Provide a one paragraph overview of your service-learning project.

2. In what ways will your project serve students, the school, or the larger community?

3. What evidence do you have that demonstrates that your actions will address a genuine need that is recognized as a need by other people or the community? (in other words, what are the results of your needs and assets assessment?)

4. What learning targets or outcomes will the service-learning project address? What, specifically, will you/those involved do, to achieve each target or outcome?

5. How will you involve others in choosing, planning, including sustainability, so they have ownership of the project?

6. What specific skills do others need to be successful with the project and how will you prepare them so they have these skills?

7. How will you facilitate your own/others reflection before, during, and after the project? Include specific activities you will use and specific questions you will pose to stimulate your own/others written or oral reflection.

8. Do you anticipate having to deal with the issue of liability? If yes, please explain specifically what you or others will do to address risk management concerns.

9. How will you collaborate with parents, teachers, school administrators, students, and other community members so that all parties benefit from the project, participate in the planning, and provide an opportunity for sustaining the work?

10. What problems/challenges do you foresee and how will you address them? If you will need assistance, where will you obtain it?

11. Do you anticipate needing any funds to cover costs of the service-learning project? How do you expect to raise those funds?

12. How will the service accomplishments be recognized?

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13. How will you determine the degree to which the targets or outcomes you discussed in #4 above have been achieved? For each learning target include specific activities, instruments, and/or questions you will use to assess learning and growth.

14. How will you assess the impact and sustainability of the project on the community? Include specific instruments, activities, and/or questions you will use to assess community impact.

Evaluation Criteria

1. Responses provide sufficient detail to allow successful project implementation.

2. Responses demonstrate understanding and implementation of the elements of high quality service-learning applied to your specific setting (we will discuss in class).

3. Responses are presented in a thoughtful, comprehensive manner.

4. The plan follows conventions of grammar, syntax, spelling, and punctuation.

Service Learning Presentation Rubric

Does Not Meet Expectations Meets Expectations Exceeds Expectations

Content of Presentation

Given the time limitations…

Presentation is superficial – doesn’t include e\thoughtful, critical reflection on the elements of high-quality service learning. Information is incomplete and not well articulated; does not demonstrate clear understanding of concepts related to service learning standards.

Given the time limitations…

Demonstrates critical reflection using the elements of high-quality service learning as a framework. Information is complete and well articulated; demonstrates reasonably clear understanding of standards of service learning.

Given the time limitations…

Demonstrates a deep and significant critical reflection on all aspects of the service learning project.

Presentation Lackluster – presentation is not polished or well prepared. Not well timed. Does not allow or is not responsive to questions from the audience.

Well-prepared, professional presentation. Generates some interest and enthusiasm about the topic in others. Well-rehearsed (within time limit) and poised. Allows time for and is responsive to questions.

Exceptional presentation. Generates strong interest and enthusiasm about the topic in others. Clearly is well prepared (within time limit), polished and engages audience in developing understanding the information presented. Encourages and responds well to questions.

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Name of Assignment: Critical Questions/IssuesPoints: 10Date Due: Day 2, April 19th

Assignment Objective: Reflect on the experiences of student teaching; develop a question generated from, and meaningful to your experience as a student teacher.

Rationale for the assignment: Developing skills in articulating questions regarding issues that affect you and your students is a productive part of your growth as a teacher.

Description of the assignment: 1. Consider your student teaching experience. Design a question that is generated from, and

meaningful to your experience as a teacher.

Examples from previous cohorts: How can teachers successfully teach in a classroom of students with a wide variety of ability

levels? What is realistic in terms of instructing a student who speaks English as a second language? How do I create a positive professional support system for myself within the teaching

environment? What can I do to improve the "climate" of my school? How can I manage student behavior in a way that works and promotes the development of

students’ self-responsibility?

2. Write a short explanation (<1 page) of the question, why this question is meaningful to you and how it relates to issues that will affect you when you teach.

We will use these questions on Day 2 to develop the basis for your Self-Directed Group Projects.

Criteria for evaluation

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Name of Assignment: Alfie Kohn Essay: Critical Reflection and Lead DiscussionPoints: 20 (5 for leading discussion, 5 for the critical reflection paper, 5 for participation and 5 for exit tickets)Dates Due: Day 3, 4, 5, 6, 7 or 8 (Sign up on Day 2 for one or another of these days)

Assignment Objective:Refine understanding of differing perspectives regarding a critical issue in education and enhance ability to lead a discussion that emphasizes critical thinking.

Rationale for the Assignment:In order to become a successful teacher, it is essential to be able to critically examine current educational issues and practices and form a personal position supported by facts, theories, logic, and experience.

Description of the Assignment:1. In a team of three, select one of the Kohn essays and sign-up for a specific date to lead a discussion of that essay. (This same team will work together on the History of American Education assignment video [see pg. 13], so choose wisely.)

2. Read the essay and discuss it with your team.

3. Research the main issue presented in the article and read at least one other authors’ position on this issue (this can be an empirical study, a theory-based paper, or an opinion piece).

4. Develop a position on the issue involved that both you and your partners agree on.

5. Create a simple plan to assist you in leading the discussion of the article with your classmates. Include at least one large over-all question to help frame the discussion and at least four follow-up questions that you will ask. As part of your plan, explain how you will bring the discussion to a close.

6. Lead the discussion in class. You will have a maximum of 25 minutes for the discussion.

7. With your team partners, write a one-two page critical reflection paper in which you: a) provide your position, and a rationale supporting your position, regarding the central issue addressed in the Kohn essay, and b) examine the strengths and weaknesses in your use of discussion as a teaching strategy to lead the cohort in examining the issue.

8. Submit your critical reflection paper (one paper for the group – everyone’s name on the paper) on Canvas no later than one week after you lead the discussion.

9. Actively participate in all Kohn discussions when they are presented to you.

10. Individually, complete an exit ticket following each discussion in which you take a position on the issue and provide a brief rationale for your position.

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Criteria for evaluation:

1.

(5 pts)

In-class discussion:You have pre-planned discussion questions, actively involved your learners in the discussion, and stayed within the time limit.0 1 2 3 4 5

2.

(5 pts)

Critical reflection paper You took a definite position regarding the issue, provided a clear rationale for your position and provided an effective discussion of the strengths and weaknesses of your efforts to lead the class discussion in class. You reference the additional source(s) that were consulted. Your paper follows conventions of grammar and usage.

0 1 2 3 4 5

3.

(5 pts)

Active participation in all Kohn discussions 0 1 2 3 4 5

4.

(5 pts)

Exit tickets for all Kohn discussionsExit ticket provide a brief statement of your position regarding the issue and a rationale for this position. 0 1 2 3 4 5

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Name of Assignment: Student Teaching GemsPoints: 15Due Dates: Rough idea/plan due in Day 4, April 26th Presentation on Day 9, 10, or 11 Assignment Objective:To integrate best practice and learning theory by sharing ideas and strategies from your student teaching placement.

Rationale for the assignment: This assignment asks you to develop the habits of mind of continuous professional improvement through collaboration with other teachers. The presentation gives you an opportunity to share some of the wealth of what you have learned during your student teaching experience and to learn from your colleagues.

Description of the assignment:Identify a valuable nugget or even a gem – an idea, instructional strategy, or classroom management procedure that you learned as part of your student teaching field experience.

By the start of Day 4 please submit via e-mail, a scrap of paper, skywriting, or a leather-bound journal, a rough and brief sketch of the idea you will be presenting. [Not by skywriting, actually]

Develop a handout that will be helpful to cohort members if they elect to use the idea, strategy, or procedure when they begin teaching (preferably 1-2 pages).

Upload to Canvas and distribute your handout to all class members. (The handout may be e-mailed to the cohort, placed on our class web space, or printed and distributed.)

Present your idea, strategy, or procedure in an interesting and motivational way. You will have only 5-7 minutes.

Criteria for evaluation:We will establish the criteria for assessment of the handout and the presentation as a class. That will be an enjoyable romp through the Stigginsean past.

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Name of Assignment: Self-Directed Group ProjectPoints: 25Dates Due: Project Plan - Day 6Completed Project – Sign up for a due date in the week of May 21 -> 25

Assignment Objective:Consider our Critical Questions/Issues work (Day 2) and identify an issue, topic, or instructional need – something you want to understand in order to be the best teacher you can be in the coming school year and beyond. The group project will result in some tangible (or at least virtually tangible) product that you will use as a teacher and that you can make available to your peers.

Rationale for the assignment: This assignment asks you to develop the habits of mind of continuous, self-directed professional improvement. This project gives you an opportunity to engage in such activity, with student teaching as the experiential base.

Description of the assignment:Your project will inform others about what your team learned with regard to possible solutions to the issue you selected. For example, your project might deal with effective differentiation for ELL students in middle school. Your team will research this issue and develop a 30-minute presentation. You will develop and make available to your classmates and wider audience (via the class wikispace), a summary document that describes the issue and your findings, and that includes a well-annotated bibliography connecting your readers to relevant, respected and reliable sources that help the viewer to deal with the issue from the perspective of a classroom teacher. You will present your findings to our classmates and to current TEED 5012 students, so view this as a teaching opportunity. Engage your audience in learning! (This is not a 30-minute lecture.)

Follow these steps to engage in the project:

1. Form a group with two - four other cohort member (minimum group size = 3, maximum = 5). and design a project that engages you in exploration of the issue, topic, or need of your choice.

Examples of project titles from previous cohorts:• Active Learning Math Resource Guide for grades 4-6• “I Did My Homework But…” A Handbook for Dealing with Student Accountability• The Substitute’s "Grab-On-Your-Way-Out-The-Door" Bag• Teacher's Guide for the First Day and Week of School• A Beginning Teacher’s Guide to Classroom Management

2. Submit a project plan (1 -2 pages) to the instructor (Day 6), which addresses the following: 1. Topic or theme of the project; 2. Rationale (How will this project help you as a teacher?); 3. Learning targets (2-5 of these) that will be met by those who use your project (i.e., students

will know …, understand …, be able to …, appreciate …)4. Bulleted list of steps you will take in order to complete the project;

3. When the project is approved by the instructor, conduct the project. 13

4. Develop your summary document, make it available via the class wikispace, and present your findings to your classmates and TEED 5012 students (during the noon hour!) on one of the days, Monday, 5/21 -> Friday, 5/25.

Criteria for evaluation:

1.(2 pts)

The project addresses an issue that is perceived as important by the whole Class and by Block I students (consider your own experience for this).0 1 2

2.(10 pts)

The summary document communicates the issue and findings clearly and connects the user through clear and thorough annotations, with relevantK-12 resources.0 1 2 3 4 5 6 7 8 9 10

3.(3 + 4 + 3 pts)

The project presentation isEngaging Substantive (summary doc is) Accessible0 1 2 3 0 1 2 3 4 0 1 2 3

4.(3 pts)

Presentation stays within the time limits (25-35 minutes)0 1 2 3

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Name of Assignment: School Law: "Legal Rights and Responsibilities of Teachers"

Points: 15Date Due: Presentation and class discussion will be on Day 3

Assignment Objective:Develop initial familiarity with various elements of school law as required by the Washington Administrative Code, such as educational structure, governance and the courts; students and the law; First Amendment and due process rights; professional and school district liability including negligence and tort liability; and funding of public and private schools.

Rationale for the assignment: As a beginning teacher, you need some familiarity with relevant aspects of the legal responsibilities of schools and teachers.

Description of the assignments:Peruse and reflect upon the Washington Education Association publication, "Legal Rights and Responsibilities of Certified School Employees." This is available through our class Canvas page for Day 3 (“LRRCert.pdf”). Read pages 23-30 stopping at Section VI, and pages 36-38 beginning with Section 1.8 on page 36. Prepare two questions that have the potential to contribute to productive class discussion centered around these and related issues. Respond to the pre-test that will be distributed in class. Take an active part in the discussion on Day three (or III). There is nothing to hand in. Just Be Prepared and participate actively in the discussion.

Criteria for evaluation:

• Completion of reading;

• Preparation of and reaction to the discussion questions and pre-test, as evidenced by your active participation in class discussion.

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Name of Assignment: History of American EducationPoints: 15Dates Due: Videos on Days 1, 4 and 5, 6 and 9. Teaching on Day 11, May 22nd

Assignment Objective:Understand the roots of current schooling practices and the history of the American educational system. Consider implications for the present and for your own practice.

Rationale for the assignment: As a beginning teacher, in order to understand the context of American schooling you need some familiarity with the historical foundations of education in this country. The goal of this assignment is twofold: develop a deeper understanding of an issue and its roots in the history of K-12 education, and develop insights regarding the use of teacher-made videos in teaching and learning.

Description of the assignment: You will complete this assignment using the same team you formed for the Alfie Kohn discussions. First, watch the videos with an eye toward the critical historical issues that are relevant to present-day K-12 education. Working with your team, select one issue that you would like to explore through research and teaching. You will teach this issue and its historical context to your classmates, using a brief, informal video that you create as a teaching tool. Your objective is to deepen the awareness viewers developed as a result of watching the PBS videos and to illuminate some implications for the present-day practice / policy. Also, you are exploring the use of teacher-made videos. The video should be 2-3 minutes in length and should be used as a tool to engage your learners. You will have 15 minutes in total for this episode of teaching so your objective is awareness and interest rather than comprehensive understanding. Here are some examples of general issues you might explore:

Shifting views regarding the purpose of public education; The history of segregation in schools; The treatment of special needs children; The role of immigrants in shaping school culture; The role of standardized tests in K-12 education; Shifts in funding sources for public education; etc.

Criteria for evaluation:

1.(5 pts)

Student demonstrates active and thoughtful participation in thediscussions of the PBS school history videos0 1 2 3 4 5

2.(5 pts)

The video you create is used effectively to engage and motivate learners0 1 2 3 4 5

3.(5 pts)

Teaching episode includes lesson learned from history of the issue andimplications for present-day practice / policy.0 1 2 3 4 5

Name of Assignment: Professional Growth Plan16

Points: Cr/NcDate Due: Day 11, May 22nd

Assignment Objective:Enhance your understanding of your own strengths and areas for potential growth as an educator working for social justice, and develop a plan for your own professional development in this regard. Address the state’s requirement for the development of a professional growth plan (PGP).

Rationale for the assignment: The state’s Professional Educator Standards Board requires teacher candidates to complete a PGP as part of their certification program.  This introduces the prospective teacher to a mechanism that will be part of your professional life as a teacher in Washington State.  

Description of the Assignment:  Go here: https://www.pesb.wa.gov/workforce-development/developing-current-educators/pgp/pgp-forms-and-support-materials/

Click on “PGP for Program Completion – 7/2017 template” under “Forms.” This will bring you to a Google Doc, “PGP for Program Completion - 2/2018 template.” The title of the document will be “PROFESSIONAL GROWTH PLAN (PGP) TEMPLATE FOR PROGRAM COMPLETION.”

Download the Google Doc using the process given at the top of the document (“…go to File Download as select format you prefer”), fill it out and save it as a Word doc.  (Note: Near the top, under “Certificate Program” check “Residency Teacher,” or just delete the other options.)

The form requires you to define 2 or 3 “areas of focus/goals,” give a rationale for these, relate them to “standards-based benchmarks*,” define some “Activities” to address your goals, and some “Proposed Evidence” that you will collect pertaining to your goals. The “Activities” are things you would like to do that would enable you to increase your understanding and skill in the areas you identify as your focus/goals. This might take the form of workshops, district training, that you would attend, books you might read, consulting with colleagues and district personnel, taking courses, etc. “Proposed Evidence,” as described on the form, will come from your classroom, mostly, and includes things like assessment data, attendance rates, etc. Be sure to read the form thoroughly.

* For “Certification Standards and Benchmarks,” go here: https://www.pesb.wa.gov/workforce-development/developing-current-educators/certification-standards-and-benchmarks/ , click on “Teacher,” and then select from among the “Residency” benchmarks (not “Professional” or “Career”) for each of the criteria.  For each area of focus/goal you need one criterion.

More information about the Professional Growth Plan may be found here: https://www.pesb.wa.gov/workforce-development/developing-current-educators/pgp/ and here:https://www.pesb.wa.gov/workforce-development/developing-current-educators/pgp/pgp-faq/#TOC-PGP-and-Evaluation

Turn in to your instructor a signed and dated hard copy of the “PROFESSIONAL GROWTH PLAN (PGP) TEMPLATE FOR PROGRAM COMPLETION.”  These are kept on file for

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the PESB (Professional Educators Standards Board).  Keep one for yourself as well.  You cannot complete the course without this so, … get it done and turn it in.  

 

Criteria for the evaluation of the Professional Growth Plan:

1. Clear, specific and realistic goals, activities and evidence, aligned with the professional “standards-based benchmarks,” are articulated in your PGP;

2. A completed, signed and dated PGP has been submitted to your instructor.

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Name of Assignment: This I Believe: Personal Educational Philosophy& Essence of EducationPoints: 15 Date Due: Day 12, May 24th

Assignment Objective:Articulate a personal educational philosophy and a shortened “essence” of this philosophy and communicate them clearly to your peers and instructor.

Rationale for the assignment: In order for educators to be successful with their students and to remain energetic and excited about their teaching it is very helpful that they teach in ways that are congruent with their core beliefs about schooling, teaching, and learning. The first step in doing this is to develop a clear understanding of one’s beliefs.

Description of the assignment: In Canvas (Day 9) you will find a link to a set of articles that we hope will set you on the path to broad thought regarding your philosophical commitments in the realm of education.  Read at least four articles.  Read the required article, "The Kind of Schools We Need," by Elliot Eisner and choose at least three others from among the remaining pieces.  Complete this reading before you come to Day 12. 

Discuss your selected articles with a small group of your peers and the entire class (Day 12) in order to assist you in clarifying your response to the issues and questions below.

Take some time to consider your philosophical stance as an educator in relation to the following issues: The purpose of schooling in society; The role of the teacher (who you are as a teacher); The best instructional methods for you to use; How, why, and whether all students can learn; and The role of parents, families, and the larger community in education.

Condense your philosophy into its essence and write it out in no more than 250 words (less than a page!) You will have the opportunity to express it orally without notes. Your essence does not need to address all five areas listed above. Hand in a copy (via Canvas) to your potentially esteemed professors.

Bee ready to communicate this to the class on Day 12.

Criteria for evaluation:1.(5 pts)

Communicates a philosophical stance that impels commitments in thecontext of schools0 1 2 3 4 5

2.(5 pts)

Clarity and coherence0 1 2 3 4 5

3.(5 pts)

Shared orally with the class, without notes0 1 2 3 4 5

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The 12 Warning Signs of Health

1. Persistent presence of support network2. Chronic positive expectations; tendency to frame events in a constructive light.3. Episodic peak experiences.4. Sense of spiritual involvement.5. Increased sensitivity.6. Tendency to adapt to changing conditions.7. Rapid response and recovery of adrenaline system due to repeated challenges.8. Increased appetite for physical activity.9. Tendency to identify and communicate feelings.10. Repeated episodes of gratitude, generosity or related emotions.11. Compulsion to contribute to society.12. Persistent sense of humor.

If five or more of these indicators are present, you may be at risk for full-blown health. From Brain/Mind Bulletin, March 1993]

Related, useful, but quite optional texts and professional reading:Ayers, W. (2010). To Teach: The Journey in Comics. New York, NY.: Teachers College Press.

Berger, K. (2010). The Complete Guide to Service Learning: Proven, Practical Ways to Engage Students in Civic Responsibility, Academic Curriculum, & Social Action. 2nd ed. Minneapolis, MN: Free Spirit Publishing.

Burant, T., L. Christensen, K. Dawson Salas and S. Walters (Eds.) (2010). The New Teacher Book (2nd ed.) Milwaukee, WI: Rethinking Schools.

Campos, D. (2013). Educating Latino Boys: An Asset-Based Approach. Thousand Oaks, CA: Corwin.

Cushman, K. (2008). Fires in the Middle School Bathroom: Advice for Teachers from Middle Schoolers, New York, NY: New Press.

Cushman, K. (2005). Fires in the Bathroom: Advice for Teachers from High School Students, New York, NY: New Press.

Freire, P. (1970). The Pedagogy of the Oppressed. New York, NY.: Continuum. http://www.historyisaweapon.com/defcon2/pedagogy/pedagogychapter4.html

Inchausti, Robert (1993). Spitwad Sutras: Classroom Teaching as Sublime Vocation. Westport, CN: Bergin and Garvey.

Jensen, E. (2013). Engaging Students with Poverty in Mind: Practical Strategies for Raising Achievement. Alexandria, VA: ASCD.

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Kohl, H. (1995). I Won’t Learn from You. New York, NY: The New Press.

Lemov, D. (2010). Teach Like a Champion: 49 Techniques that put Students on the Path to College. San Francisco, CA: Jossey-Bass.

Skvorak, M. (2013). Resistant Students: Reach Me Before You Teach Me. Lanham, MD. Rowman & Littlefield Education.

Wong, H.K. & Wong, R.T. (2009). The First Days of School: How to be an Effective Teacher. (4th ed.). Mountain View, CA: Harry K. Wong Publications.

REQUIRED NOTICES: (Current as of December 2016)DISABILITY ACCOMODATION POLICY AND PROCEDURE STATEMENT NOTICE to STUDENTS concerning DISABILITIES If you have, or think you may have, a disability (including an ‘invisible disability’ such as a learning disability, a chronic health problem, or a mental health condition) that interferes with your performance as a student in this class, you are encouraged to discuss your needs and arrange support services and/or accommodations through Disabilities Services staff in the Learning Center, Loyola 100, (206) 296-5740.

ACADEMIC INTEGRITY NOTICE to STUDENTS concerning Seattle University’s ACADEMIC INTEGRITY POLICY which includes the issue of plagiarism [Required in all Syllabi]

Academic Integrity Tutorial: Visit the following URL: https://www.seattleu.edu/academicintegrity/The Academic Integrity policy and procedures (academic honesty) of the university define what the university considers academic dishonesty, what penalties can be imposed for violations of academic integrity, and the appeal process if a student is found to have violated academic integrity.

The Academic Integrity policy and procedures can be downloaded at the following URL: https://www.seattleu.edu/redhawk-axis/academic-policies/

Academic Grading Grievance - Procedure for Challenging Course Grades (Required)This grade grievance policy and procedure defines the policies and outlines the processes that govern in those cases when a student wishes to challenge a final course grade.

The academic grading grievance policy and procedure document can downloaded using the following URL: https://www.seattleu.edu/redhawk-axis/policies/

RELIGIOUS OBLIGATIONS (Required)NOTICE to STUDENTS concerning Seattle University’s commitment to supporting students with religious obligations and special circumstances.

The Seattle University Provost has requested that faculty extend courtesy to students with religious obligations and special circumstances. Students are encouraged to discuss any planned absences prior to the start of the quarter in order to have an understanding of the instructor’s expectations. Faculty and students may contact the SU Multifaith Campus Minister in Campus Ministry at 206.296.6049 for assistance.

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PROFESSIONAL CONDUCT (Required)The purpose of this policy is to define the appeal policies and processes related to the following professional program decisions that are related to professional conduct/behavior/dispositions: retaining or graduating a student; permitting a student to enter or continue in a practicum, an internship, or student teaching; or recommending a student for a professional certificate.

The Professional Conduct policy can be viewed at the following URL: https://www.seattleu.edu/deanofstudents/policies/conduct/

WASHINGTON ADMINISTRATIVE CODE and/or PROFESSIONAL STANDARDS (REQUIRED if in a WA state certification or endorsement program)Include the text of WACs/Professional Standards or a Reference to a separate document which is/has been handed out and contains the text of the applicable WACs/Professional Standards.

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