Teaching for Social Justice
Master in Teaching Program Winter 2003
Welcome back to campus.
Winter quarter is devoted to the process of reflecting about your first
student teaching experience, and guiding this learning community in preparation
for the second student teaching experience. Issues of content/subject area
expertise, pedagogy, socio-cultural-political contexts, and professionalism
will structure this reflective process. This quarter also concludes preparation
and publication of your master’s thesis project. You will formally present your research
to the program in a conference-like setting.
|
Faculty |
Office |
Phone |
e-mail |
|
Ratna Roy |
Com 308E |
867-6469 |
royr@evergreen.edu |
|
Stephanie Kozick |
Sem 4103 |
867-6439 |
kozicks@evergreen.edu |
|
Scott Coleman |
Lab I 3010 |
867-6130 |
colemans@evergreen.edu |
|
Michael Vavrus |
Lab I 3013 |
867-6638 |
vavrusm@evergreen.edu |
Reading
List
1.
Weaver,
C., Reading Process & Practice: From sociolinguistics to whole language.
2.
McEwan,
B., The art of classroom management.
Hunkins, F. Teaching Thinking Through Effective
Questioning,
Chapter 8, 9 & 10 (on reserve)
3.
Daniels,
H. & Bizar, M. Methods that matter.
Igoa, C., The Inner World
of the immigrant Child.
4.
Vavrus,
M., Transforming the Multicultural Education of Teachers, Chapter 6- Globalization
and Multicultural Education (on
reserve)
Bigelow, B. (ed), Rethinking Globalization:
Teaching for Justice in an Unjust World.
5.
Perrotti
J & Westheimer, K., When the drama club is not enough: lessons from the
Safe Schools Program for Gay and Lesbian
6.
Fletcher
R. & Portalupi J., Writing Workshop: The Essential Guide.
(For Secondary Teachers)
Atwell N., Lessons That Change Writers.
(For Elementary Teachers)
Harwayne, S., Writing Through Childhood
7.
Choate J., Successful Inclusive Teaching: Proven Ways to Detect
& Correct Special Need
Payne, R., Understanding and Working with
Students and Adults from Poverty (on reserve)
8.
Cary,
S., Working with Second Language Learners
Research Report OSPI: Reading and second
language learners: (distributed to program)
Program Components
Weekly Responses: For week 1, prepare a set of at least 5 questions
about issues of reading that arose for you during student teaching; then use the Weaver text
to attempt to answer those questions, documenting the pages in the text that
helped you examine each question.
In addition, write about what you saw in the schools that made you
wonder about how it is that students learn to read, especially those who have
difficulty. Submit this
response to your seminar faculty after the workshop by Sherry Walton.
In
subsequent weeks you will be reflecting on (a) your fall quarter student
teaching experience, and (b) how
the readings for the week can inform your future
teaching. At the beginning of your
Tuesday morning seminar you must submit for each assigned reading at least one developed paragraph on each of the following
points:
- Questions
from student teaching that the reading helped answer for you
- Lingering
questions you still have after the reading
- How the
reading will inform your future teaching
Be as specific as possible and document book page numbers to
facilitate seminar discussion. You
may choose to add illustrations to your paragraphs. Give your seminar faculty one copy of your response
paper and put another in your portfolio.
Self-Paced Technology Work: The self-paced technology component of the program is a good
example of student individualized learning. We have scheduled 2 hours per week for this work. Although the schedule indicates we have
scheduled 3-4 on Tuesdays and Thursdays, you may choose other times when we are
not in class that may be more productive or convenient for you. Most Tuesdays and Thursdays from 3-4,
and at other times as possible, Scott will be available by appointment (please
e-mail to arrange specific appointments) for consultation and to assist you in
arranging the learning opportunities you might need in conjunction with this
project. Your technology work must
total 16 hours of work time. By Thursday, January 9, at 4:00, you must submit
to Scott Coleman an Individualized Technology Plan (ITP) that specifies your
work plan. This is
project-oriented work. Here are
some suggestions: PowerPoint or video for your presentation; using Photoshop
for your poster; additional editing of your fall video for interview purposes;
additional word processing skills to professionalize resumes, applications, and
efficient lesson plans; a professional website for prospective employers; and
spreadsheets for the classroom.
Professional Development: As a Washington state teacher you will be required to
document your professional development. To introduce you to this process you
will create a professional growth plan at this stage of your career. You will receive a format for this
assignment during week 2.
Mock Interviews and Career Fair: By popular demand, the MIT will offer mock interviews with
school principals and other administrators to help you to hone your
interviewing skills. Maggie Foran
and Loren Petty will be arranging these interviews, which will take place
outside of class time, tentatively, on Wednesday, February 12. Stay tuned for further
information.
In addition, on Thursday,
February 27, from 3-5 PM, representatives from local school districts
(including North Thurston, Tacoma, Clover Park, and ESD 113) will be putting on
a Career Fair just for you. This Career Fair will help you learn more about
working as a teacher in these districts and about their application processes.
Loren will provide additional information about the Career Fair later this
quarter.
Master’s Project Submission: Each of you will have a final thesis
meeting with your faculty reader early in the quarter. You must arrange a meeting time with
your faculty during week 1.
Master’s Project Presentation: Weeks 9 and 10 are devoted to
Master’s Project presentations.
The schedule has been configured to allow 20-minute presentations with
time in between for set-up. In
addition, you will create a professional conference poster to be viewed at a
scheduled time during week 9 or 10 of the quarter. Specific guidelines for professional posters will be
distributed, and models of past MIT posters are available for perusal.
Autobiographical
Research/Teacher Identity Formation – Version 7.0: You will continue to explore the
formation of your teacher identity in a workshop during week 4. Orienting
questions for Version 7.0 include:
- What does
it mean for you to be a teacher in an era of corporate globalization?
- How can
your teacher identity that embraces social justice be extended to include
issues of globalization?
- As a
culturally responsive teacher, what kinds of teacher reflection and
actions might you need to engage in to help form and demonstrate a global
identity that strives to encompass local-global cultural/political
interactions?
Version
7.0 is due to your seminar faculty as an e-mail attachment by Thursday, January
30. Do not submit your webpage,
just a WORD document narrative that addresses the above questions.
Multicultural
Curriculum Development Reflection and Proposal: During a week 4 workshop
you will learn about the expectations for this project, which will be due on
Tuesday, February 4 as an e-mail attachment sent to your seminar faculty. The project includes reflection on what
you did during your student teaching in relation to the assessment rubric
expectations for multicultural curriculum design and what you anticipate you
will do in future teaching situations.
Teaching
Thinking through Effective Questioning Plan: Based on a Week 2 workshop and
your reading of the chapters from the Hunkins text, you will develop lesson
plans that incorporate effective questioning approaches. This plan is due Thursday morning,
January 16.
Grade/subject Area Focus Groups: During the first week of the quarter program participants
will group themselves by subject or grade level interest. On Tuesdays these organized groups will
meet for an hour after the regularly scheduled Tuesday morning seminar to
further discuss the weekly readings specifically as the readings inform the
groups’ teaching concerns.
This allows an interdisciplinary and inter-grade group to discuss the
readings, and responds to your request to meet with others who will be teaching
similar level of development and
subject areas. There are rooms
assigned to our program for this second seminar. One of the faculty team
members will meet with your group for a portion of the second seminar. On Thursdays the same groups will
meet for a longer, 2 hour, session to work on group selected learning
projects. As a group, we will
brainstorm the types of projects that would be most beneficial to the
groups. Each group will establish
a project plan and submit the written plan to the faculty member assigned to
the group. During the last 15
minutes of each Thursday session, each group is required to reflect on the
work/conversation/project time together. Appoint a scribe to record the
reflection session, then submit the written 15-minute reflection piece to your
assigned faculty member at the end of the Thursday session. At the end of the quarter your group
must prepare a paragraph that summarizes the accomplishments of each of your
projects. Each member must submit
that paragraph to your assigned faculty during Thursday of week 8.
Student
Teaching Spring 2003: Spring
student teaching begins March 24th and ends June 6th. You will take your spring break
with the school where you will be teaching. In order to begin spring student teaching, your finished,
approved and reader signed thesis must be submitted to the MIT graduate office
for publication.
Program Schedule and Room Guide
|
Tuesday |
Thursday |
|
9-11
Book Seminar Sem. 3126
Stephanie Lab 1 2033 Michael Com. 320
Ratna L 1505, L 1507, L 1509, L 1600, Sem 3161 12-1 LUNCH 1-3 Workshop CAB
108 3-4 Self-paced technology work GCC |
9- 12 Workshop
CAB 108 12-1 LUNCH 1-3 grade/subject area focus groups L 1505, L 1507, L 3215, L 1600, Sem 3161 3-4 Self-paced technology work GCC |
Syllabus
Week 1
|
Reading: Weaver, C., Reading
process & practice: from sociolinguistics to whole language.
Tuesday
January 7
9-11
Library
3500 First All Program
Meeting: Maggie Foran and Sue
Sanders on thesis publishing; Scott on self-paced technology; Loren Petty on
Interviews and Career Fair; Program Syllabus Questions and Answers; Seminar
Groupings; Grade/subject Area Focus Group Organization; and Focus Group Project
Brainstorming Session.
11-12
Grade/subject
area focus groups
12-1
Lunch
1-3
Workshop: Reading Process- Sherry Walton
3-4
Self- paced Technology
Thursday January 9
9-12
Workshop: Reading Coaching and
Modeling for all levels of readers Sherry Walton and Terry Ford
12-1
Lunch
1-3
Grade/subject area focus groups
3-4
Self-paced Technology
Week 2
|
Reading: 1) McEwan, The Art of Classroom
Management
2) Hunkins, F. Teaching Thinking Through Effective
Questioning,
Chapter 8, 9 & 10 (on reserve)
Tuesday January 14
9-11
Seminar
11-12
Grade/subject area focus groups
12-1
Lunch
1-3
Workshop:
Teaching Thinking through
Effective Questioning –Michael
BRING YOUR FALL PRESENTATION ALBUM LESSON PLANSTO THIS WORKSHOP
3-4
Self-
paced Technology
SUBMIT FALL STUDENT TEACHING CHALLENGING CLASSROOM MANAGEMENT SCENARIO TO RATNA
Thursday January 16
9-12 Playback Theater (come with
a challenging classroom management scenario)-Ratna
12-1
Lunch
1-3
Grade/subject area focus groups
3-4
Self-paced
Technology
DUE:
Effective Questioning plan submitted as e-mail attachment to your seminar
faculty
Week 3
|
Reading: 1) Daniels, H. & Bizar, M. Methods that matter
2) Igoa, C., The Inner World of
the Immigrant Child.
Tuesday January 21
9-11
Seminar
11-12
Grade/subject area focus groups
12-1
Lunch
1-3
Workshop: The interest center method-Stephanie
3-4
Self- paced Technology
Thursday January 23
9-12
Workshop: Workshop on creating workshops-
Stephanie
BRING YOUR FALL PRESENTATION
ALBUM LESSON PLANSTO THIS WORKSHOP
12-1 Lunch
1-3
Grade/subject area focus groups
3-4
Self-paced Technology
|
Week 4 |
Reading: 1) Vavrus, M., Transforming
the Multicultural Education of Teachers, Chapter 6- Globalization and Multicultural
Education (on reserve)
2) Bigelow (ed.), Rethinking
Globalization: Teaching for Justice in an Unjust World
Tuesday January 28
9-11
Seminar
11-12 Grade/subject
area focus groups
12-1
Lunch
1-3 Workshop: Teacher identity formation in an era of
corporate globalization – Michael
3-4
Self- paced Technology
Thursday January 30
9-12 Workshop: Essentialism and multicultural curriculum development – Michael
BRING YOUR FALL PRESENTATION ALBUM LESSON PLANSTO THIS WORKSHOP
12-1
Lunch
1-3
Grade/subject area focus groups
3-4
Self-paced Technology
DUE: E-mail attachment to seminar faculty:
Autobiographical Research/Teacher Identity Formation – Version 7.0
|
Week 5 |
Reading: Perrotti & Westheimer, When the Drama Club is Not Enough
Tuesday February 4
9-11
Seminar
11-12
Grade/subject area focus
groups
12-1
Lunch
1-3
Workshop: How to seminar
with school students; Becky Downey
3-4
Self-
paced Technology
DUE:
E-mail attachment of multicultural curriculum development reflection and
proposal
Thursday February 6
9-12
Workshop: The Drama Club is not Enough -Kate
12-1
Lunch
1-3
Grade/subject area focus groups
3-4
Self-paced Technology
Week 6
|
Reading: 1) Fletcher R. & Portalupi J., Writing Workshop: The Essential
Guide.
2) (For Secondary Teachers) Atwell N., Lessons That Change
Writers.
2) (For Elementary
Teachers) Harwayne, S., Writing
Through Childhood
Tuesday
February 11
9-11
Seminar
11-12
Grade/subject area focus groups
12-1
Lunch
1-3
Workshop: Process and
Creativity in Writing- Sandy Yannone
1-3
Self-
paced Technology
Wednesday, February 12 Mock Interviews
Thursday February 13
9-12
Workshop: Writing
Workshop-Ratna
12-1
Lunch
1-3
Grade/subject area focus groups
3-4
Self-paced Technology
Week 7
|
Reading: 1) Choate, Successful Inclusive Teaching
2) Payne, Understanding and Working with Students and Adults in Poverty,
Focus Vol. 9 (article on
reserve)
Tuesday February 18
9-11 Seminar
11-12 Grade/subject
area focus groups
12-1 Lunch
1-3
Workshop: Challenging the
Myths and Stereotypes of Poverty- Monica Peabody
3-4 Self-
paced Technology
Thursday February 20
9-12 Workshop: 1)
/Film/Discussion 2) Mari McGrady
on classrooms students who exhibit ADHD
12-1
Lunch
1-3
Grade/subject area focus groups
3-4
Self-paced Technology
Friday & Saturday, February 21 & 22 Robert
Moses
Seattle Community College
Week 8
|
Reading; 1) Cary, S., Working with Second Language
Learners
2) Research
Report OSPI Reading
and second language learners: (will be distributed to program)
Tuesday February
25
9-11
Seminar
11-12
Grade/subject area focus groups
12-1
Lunch
1-3
Workshop: Second language learners: Evelia Romano de Thuesen
3-4
Self- paced Technology
Thursday February 27
9-12
Workshop: Working with
second language learners-Stephanie Donchey
12-1
Lunch
1-3
Grade/subject area focus groups
3-4
Self-paced
Technology
Thursday, February 27
3-5 PM
Career
Fair
PORTFOLIO IS DUE TODAY !!!!
|
Week
9
Master’s Project Presentations |
Tuesday March 4
9:00-10:30 3 Presentations 10:30-10:50
Poster Viewing 11-11:50 2 Presentations 12:00-1:00
Lunch 1:00-1:50 2 Presentations 2:00- 2:20 Poster Viewing 2:30- 3:20 2 Presentations |
Thursday
March 6 9:00-10:30
3 Presentations 10:30-10:50
Poster Viewing 11-11:50 2 Presentations 12:00-1:00
Lunch 1:00-1:50 2 Presentations 2:00- 2:20 Poster Viewing 2:30- 3:50 3 Presentations |
Week 10
Master’s Project Presentations
|
|
Tuesday
March 11 9:00-10:30 3 Presentations 10:30-10:50
Poster Viewing 11-11:50 2 Presentations 12:00-1:00
Lunch 1:00-1:50
2 Presentations 2:00- 2:20 Poster Viewing 2:30- 3:20 2 Presentations |
Thursday
March 13 9:00-10:30
3 Presentations 10:30-10:50
Poster Viewing 11-11:50 2 Presentations 12:00-1:30
Potluck Lunch 1:30-2:10 2 Presentations 2:10- 2:30 Poster Viewing 2:40- 4:00 3 Presentations |
Record your presentation time here:
____________________________________________
|
Evaluation Week
March 17-21 |
Winter 2003 Program Reflective Portfolio
Due Thursday of week 8 February 27
Winter quarter’s portfolio organizes and guides the progress of your reflective work in this program after your first quarter of student teaching. It acts as a continuing story about your growth as a learner, a teacher, and member of this learning community. Your completed portfolio collection will facilitate writing your winter self-evaluation, and it provides your seminar faculty with all the academic work that you accomplished for the assessment purposes.
The assignments this winter quarter are not only directed at reflection of your student teaching experience, they also support our inquiry into the act of teaching for social justice. The series of assignments are listed in the checklist below. Each portfolio component must be accompanied by a typed, one page, narrative that discusses the academic growth you experienced while fulfilling the assignments or learning activity.
To avoid end of quarter stress, it is a good idea to collect your
work in a portfolio as the quarter proceeds. We didn’t have to tell you that, did we? As usual, you need a title page, table
of contents, and dividers that separate out each portfolio component. Artwork, poems, snapshots and
other aesthetic pieces add life to your portfolio. If you (and we hope you do) attend outside workshops, art
museums, dance or musical performances, teach a class, or do other wonderful
work (learn to tango?), add the program or a short description to your
portfolio.
Portfolio Checklist
1. Title page
2. Table of Contents
3. 14 seminar response papers
4.
Autobiographical Research, Version 7.0
5. Multicultural curriculum development reflection and proposal
7. Professional
growth plan
8. Teaching
Thinking through Effective Questioning plan
9. Seminars
10. Talks, workshops,
speakers, films
11. Involvement as a member
of this learning community
12. Other wonderful work
13.
Individualized Technology Plan (ITP) and typed progress report