Multiple Voices in Democratic Education:

Language, Literacy, & Social Transformation

 Winter 2006 

faculty	office	phone	e-mail	office hour
Scott Coleman	Lab I 3010	867-6130	colemans@evergreen.edu	by appointment
Patty Finnegan	Lab I 3003	867-6338	finnegap@evergreen.edu	Thurs., 3-4:00
Simona Sharoni	Lab II 3259	867-6196	sharonis@evergreen.edu	Mon., 9:30-10:30 a.m.
Michael Vavrus	Lab I 3013	867-6638	vavrusm@evergreen.edu	Thurs., 3-4:00

 Alessandro Rutigliano & Rebecca Longshore, our yoga teachers, for this quarter, will be joining us every Wednesday at noon. 

I. PROGRAM DESCRIPTION

From the MIT catalogue, 2004-06:

            Each of us has a picture of what it means to be a teacher and a student. What we experienced as students, however, increasingly does not represent the school experiences of many children. Approximately 20% of people in the United States under the age of 18 live in poverty. The National Coalition of Advocates for Students Report estimated that in 2001 between 70-96% of students enrolled in the 15 largest US school systems would belong to minority groups; in many of these schools the English-as-a-second-language (ESL) student will be the norm, not the exception. According to Jim Cummins, bilingual expert, these children and youth should expect that their teachers will ensure that “schooling amplifies rather than silences their power of self expression.”

Few public schools, however, provide training for their staff about the culture of poverty. Bilingual education and ESL training for teachers is rare, despite recent studies showing children are much more likely to succeed in school in English, if first they become literate in their primary language. The other most important variable for minority language students’ success is the application of appropriate teaching and learning strategies in the classroom.

Children and youth who are monolingual English should also expect that their teachers and schools will support them in learning another language. But our public school system continues to reflect an historical bias toward a monolingual and monocultural society. Regardless of ethnicity, today’s students can expect to live in a society of diverse languages and cultures, where they need to engage in creative problem-solving, utilize technological skills, collaborate effectively with coworkers, and actively seek information and resources. Given these emerging realities, we invite people into this program who are eager to participate in a social transformation that can empower their students to create and prosper in a multilingual, multicultural society. We want prospective teachers willing to challenge and question the existing structures of schooling in order to create learning environments based on the needs of all.  This program investigates education from the perspective of (a) social transformation leading to social justice in K-12 classrooms; (b) the value of language and culture; and (c) empowerment as a “collaborative creation of power.”

Questions that we will examine include:

·       What are the implications of the State of Washington’s Educational Reform and the federal legislation " No Child Left Behind" for our students and for us?

·       How will performance-based education affect our teaching? How can understanding social justice help us to help our students?

·       How are bilingualism and the traditional literacies of reading, writing, and quantitative reasoning related to personal, economic, and political oppression and power?

·       How are questions of democracy and social transformation that lead to social justice related to our work as teachers and learners in an increasingly diverse context?

·       How can teachers respond to and work with family and cultural belief systems that shape children’s lives when those belief systems may or may not be the same as our own? In other words, how can teachers who are socialized to accept the values of the dominant culture learn to educate children and youth without ignoring, denying, or rejecting their cultural and language heritages?

·       How can we as teachers find the courage to address our own biases to better serve the diverse students with whom we will work? 

Regular Meeting Times & Locations 

NOTE: CHECK “VOICES” LISTSERV FOR ROOM LOCATIONS. 

See special dates and week-by-week schedule for exceptions to this schedule 

Special Dates:

·       Wednesday, January 11, 1-2:00 p.m., Brown Bag lunch -- Clover Park personnel

·       Friday, January 13, 10:00 a.m. – noon, technology workshop

·       Wednesday, January 18, 1-2:00 p.m., Brown Bag lunch – Employment workshop

·       Thursday, Jan. 19, start time is 8:45 a.m. (not 10:00) – going to Squaxin Tribal Museum

·       Wednesday, January 25, 1-2:00 p.m., Brown Bag lunch – Resume & Placement File

·       Thursday, January 26, 6:30 a.m. to Friday, January 27, 5:00 p.m. (approximately) – Field Trip to Makah reservation

·       Thursday, Feb. 2, noon-1:00, guest speaker

·       Monday, February 6, 9:00 a.m. – 4:00 p.m., Mock interviews

·       Monday, February 27, 1:00-3:00 p.m., Job fair

·       Thursday, March 2, 8:00 a.m. – 4:00 p.m., conference presentations

·       Friday, March 3, 8:00 a.m. – 4:00 p.m., conference presentations at Tacoma campus of Evergreen

·       Thursday, March 9, no seminar

·       Thursday, March 16, no a.m. class, but portfolios due to faculty by 11:30 a.m.; noon-2:00 p.m., potluck 

II. REQUIRED TEXTS

 yoga mat – purchase locally (some available at bookstore or at sporting goods stores) and comfortable clothing for yoga stretching 

a journal for personal reflective writing 

Alexie, S. (2004). Ten little indians: Stories. New York: Grove Press / Atlantic, Inc.ISBN: 080214117X 

Aronson, E. (2000). Nobody left to hate: Teaching compassion after Columbine. New York: Henry Holt & Company, LLC. ISBN: 0-8050-7099-0 

Bacon, D. (2005, Oct. 24). Communities without borders. The Nation, 281(13), 15, 18-20, 22.

 Bigelow, B. & Peterson, B. (Eds.) (2002). Rethinking globalization: Teaching for justice in an unjust world. Milwaukee, WI: Rethinking Schools, Ltd.ISBN: 0-942961-28-5 

Chief Seattle (2005). How can one sell the air? (Revised ed.). E. Gifford, R. M. Cook, & W. Jefferson (Eds.). Summerton, TN: Book Publishing Company.ISBN: 1-57067-173-7 

Cohen, E.G. (1994). Designing groupwork: Strategies for the heterogeneous classroom (2^nd ed.). Teachers College Press, Columbia University, ISBN 0807733318 (paper) 

Dean, J. (2005), Teaching about global warming in truck country: A middle school teacher helps the heirs of truck culture examine climate change. Rethinking Schools, 20(1), 35-39. 

Finn, P. J. (2004). Literacy with an attitude: Educating working class children in their own self-interest. Albany, NY: State University of New York Press.ISBN: 0-791442861 

Fitgerald, R. Emotional intelligence.  (on-reserve in library) 

Foster, J.B. (2005, Sept.). Naked imperialism.  The Monthly Review, 57(4), 1-11. [on-reserve in library or on-line at http://www.monthlyreview.org/0905jbf.htm] 

Freire, P. (1997). Teachers as cultural workers: Letters to those who dare teach. Boulder, CO: Westview Press.ISBN: 0-813323045 

Halpin, M. M. (1981/2002). Totem poles: An illustrated guide. Vancouver, BC: The University of British Columbia.ISBN: 0-7748-0141-7 

Harris, I. (2004), What is peace education? In I. Harris & M.L. Morrison (Eds.) Peace education (2^nd ed.) (pp. 9-36). Jefferson, NC: MacFarland & Company. [on-reserve in library] 

hooks, b. (2003). Teaching community: A pedagogy of hope. New York: Routledge.ISBN: 0-415-96818-6 

Hutchinson, F. (2000) Education, foresight, and global citizenship: Valuing the needs of present and future generations. In U.S. Oswald (Ed), Peace studies from a global perspective: Human needs in a cooperative world (pp. 385-398). Delhi, India: Maadhyam Book Services. [on-reserve in library] 

Landau, B.M. (2004) The art of classroom management: Building equitable learning communities (2^nd ed.).  Prentice Hall ISBN 0-13-099077-9   

Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development.ISBN: 0-87120-717-6

Mastropieri, M.A., & Scruggs, T.E. (2004) The inclusive classroom: Strategies for effective instruction (2^nd ed.). Prentice Hall ISBN 0-13-121899-9 

McLaren, P. & Farahmandpur, R. (2004). Teaching against global capitalism and the new imperialism. Lanham, ISBN: 0-7425-1040-9 

“Medicine Creek Treaty”/Treaty with the Nisquallys (1854). [on-reserve in library or available on-line at http://char.nwifc.wa.gov/pdf_public/Treaty_of_Nisqually.pdf] 

Olympic Peninsula Intertribal Cultural Advisory Committee (2003). Native peoples of the Olympic Peninsula: Who we are. J. Wray (Ed.). Norman, OK: Oklahoma University Press.ISBN: 0-8061-3552-2 

Rethinking Schools, a quarterly magazine [to be distributed free by program]  

Roy, A. (2003). Instant-mix imperial democracy (buy-one, get-one free). Download a copy at:http://cesr.org/arundhatiroytranscript 

Vavrus, M. (2002). Transforming the multicultural education of teachers: Theory, research, and practice. Teachers College Press, Columbia University, ISBN 0807742600 (paper) 

Walsh, J. A. & Sattes, B. D. (2005). Quality questioning: Research-based practice to engage every learner. Thousand Oaks, CA: Corwin Press.ISBN: 1-4129-0986-4 

Wilkinson, C. (2000). Messages from Frank's Landing: A story of salmon, treaties, and the Indian way. Seattle, WA: University of Washington Press.ISBN: 0-295-98011-7 

Wilkinson, C. (2004).  Indian tribes as sovereign governments: A sourcebook on federal-tribal history, law, and policy (2^nd ed.). Oakland, CA: American Indian Resources Institute.ISBN: 0-939890-07-0 

III.  FEES/ADDITIONAL COSTS

 1. Fee

You will be billed through the college a fee of $100 for the conference (proceedings book production and expenses associated with the conference) and special program activities, including Makah field trip housing & transportation.  Note: Food for Makah field trip will be worked out cooperatively with entire cohort. 

2.  Squaxin Tribal Museum admission: $5 

IV.  REQUIREMENTS AND ASSIGNMENTS

 1.  Meeting expectations of the MIT program covenant

            See Student Guide to Policies, Procedures, and Resources. 

2. Attendance & Participation

As a prospective teacher, habits of punctuality and completion of assignments on time are critical for your success in your career.  Students are expected to attend and participate in all program activities, arrive on time and leave when class ends.  If a student must be absent due to a valid reason, he/she will need to negotiate the absence by contacting his/her seminar faculty in advance of the absence.  Every absence will require make-up work and unexcused absences may result in loss of credit.  If you have a legitimate excuse, you still must e-mail your completed assignment to your seminar faculty as Word attachment by the due date & time. 

3.  Autobiographical Research into the Formation of Your Teacher Identity

            Throughout the program you will be given written prompts in order to investigate the social construction or formation of your teacher identity based on your own life experiences.  These assignments are to be double-spaced typed and submitted to your seminar faculty.

Due:

• Wednesday, January 11:        Entry #9 Cultural Encapsulation:
  For this assignment that is due Week 1, start with your cultural encapsulation reflection that you did for your Fall student teaching.  Revisit your autobiographical entry “cultural identity” (#5) and incorporate into your response major learnings from that paper.  (Note: If you don’t have a copy, email Michael prior to December 10 and he’ll check his archives to see if he can find your copy.)  Then write a personal narrative that incorporates what you have learned about your cultural encapsulation during student teaching and connect it to what this means to the formation of your teacher identity.  See Student Teaching Handbook, Section 2, p. 28, for program definition of “cultural encapsulation.”
• Tuesday, February 16:            Entry #10 Globalization
• Wednesday, February 22:      Entry #11 Typical ability
• Thursday, March 9:                Entry #12 (a) compare/contrast with admissions essays & (b) evaluation of experience of autobiographical research into teacher identity  

4.  Educational Philosophy

            One-page, single-spaced statement of your educational philosophy.  Your statement must be informed by your autobiographical research into your teacher identity formation, your teaching experiences, and the knowledge base gained through MIT program.  It should be an honest statement that also communicates to a public audience.

Due: Wednesday, March 15 

5. Seminar Preparation Papers

For each scheduled seminar on an assigned reading, you are required to arrive to seminar with (a) your copy of the assigned reading, having read the entire assigned reading, and (b) a 2-page, single-spaced, typed & stapled response.  The paper’s primary purpose  is to help you be prepared to raise ideas and stimulate seminar discussion.  Another purpose is to help you when you have to write your integration paper (see item 6).

For this quarter the format is different than for Year 1. These papers should not be in a note format, but should flow as a complete paper. Use the following guiding questions as you write your papers.  Use items a-c as headings within your paper.  Whenever you cite your reading – direct quote or paraphrase – including page number location.

a. Text to Text: How does the text you read relate/build upon/challenge other central texts you have read in this program?  
b. Text to Context: How does the text you read reflect a particular sociopolitical, economic, educational context/environment? Which insights from the text are applicable to the classrooms you have experienced, both in the past and during your student-teaching training?
c. Text to Self: How does the text relate to your personal experiences and thoughts?   

One copy of your seminar preparation paper is given to your seminar faculty; keep one copy for your portfolio. 

Due: Each assignment is due at the beginning of your seminar or of class when there is no scheduled seminar.  

6  Integration Papers

            Your integration paper is a coherent synthesis of your readings and preparation papers.  You are to include how this new knowledge applies to your previous teaching experiences and you future classroom teaching.  What does your response mean for the heterogeneous, multicultural, and diverse curricular and learning needs of all your students?  You may want to ask yourself in the course of writing this paper how the concepts in the assigned reading

·       Made me think differently about…

·       Raised new questions for me, such as…

·       Reinforced my perspective on…

·       Changed my perspective on…

·       Challenged my identity as a teacher by… 

This paper is to be 6-7 pages typed, double-spaced with a reference list.  You are to draw upon and cite all of your program texts through Tuesday of Week 8, February 21.  You will need to write a disclaimer with an argument as an addendum to your paper if you find that a particular reading(s) does not fit with your synthesis. 

Due:  Tuesday morning, February 28 

7.  Professional Growth Plan

            During Week 1 you will receive guidelines for this requirement that are based on the state of Washington Professional Certification criteria. 

            Due: Tuesday, March 14 

8. Conference Paper Presentation

1.      Summarize your paper to approximately 2000 words, excluding references.

2.      Include each of the following in your summary:

a.              Abstract (120 word max.)

b.              Introduction and purpose

c.              Summary of literature review

d.             Conclusions

e.              Recommendations for practice

3.      Develop Power Point slides or other high quality electronic visual to support your presentation and to project during your presentation  Merely reading the summary of your paper to the audience is not permissible, nor is reading your Power Point slides. 

4.      Practice and time your presentation.  You are limited to 15 minutes for presenting your work and will have 5 minutes to respond to audience questions.

5.      Prepare a comprehensive poster that will accompany your presentation.  The poster must be 3-sided or a large printed poster (see CAL Lab for assistance). 

Due:   

·       Tuesday, February 28: peer review and presentation

·       Thursday-Friday, March 2-3: actual conference presentation (schedule to be announced) 

9. Technology Project

Technology Expectations and Requirements
1) Using your fall student teaching video, create a still frame (a single digital picture) that shows you in the act of teaching – and, as possible given the limitations of the available video, is suitable for putting on a web page you might share with potential employers. Add this picture to your MIT webpage  and print the webpage with this picture for inclusion in your winter portfolio. [Optionally, in addition to this small change, you can update your web page more thoroughly as part of your job search strategy and/or create a blog after watching Simona's presentation].

2) Using your fall student teaching video, select one minute of footage that portrays you in the way you would like to be seen by your colleagues (who will watch this on March 1). Create this as a new movie, then:

a) save it to one of the program firewire  drives
b) save it as a Quicktime movie to your own Evergreen network space or to your own storage device (e.g., burn a CD or use a USB storage device)

3) Create a PowerPoint presentation that :

a) has an opening slide with your name and a picture (use the picture taken from your video)
b) uses several slides to share the Professional Growth Plan you developed earlier in the quarter
c) concludes with the Quicktime movie you created from your fall quarter video
d) print out a handouts from Powerpoint, using the "four slides per page" format and include this handout in your winter quarter portfolio
e) save the PowerPoint presentation to your personal Evergreen network space or to your own storage device (e.g., burn a CD or use a USB storage device)

Due:  Wednesday, March 1 for presentation to the entire program 

10.  Revised Fall Lesson Plans

Faculty will provide instructions for these assignments.  Note: Elementary Education teacher candidates must incorporate into Native American Indian and globalization assignments the arts (music, visual arts, drama, dance/creative movement).  For English/language arts teacher candidates must explicitly incorporate the reading process. 

Due:

·       Wednesday, February 1: Incorporating Native American Indian content

·       Wednesday, February 15: Incorporating issues of globalization

·       Wednesday, March 1: Lesson plans that are explicit re: questioning techniques 

11. Program Portfolio Format and Contents

Your portfolio materials must be kept in a 3-ring binder with dividers based on the categories listed above.  All materials in the portfolio should be typed.  Your name needs to appear both on the outside of your notebook and on the first page of your portfolio. 

Due:

·       Thursday, February 23: Portfolio through February 22

·       Thursday, March 16, 11:30 a.m.: Complete portfolio 

 Award of Credit:

            Students receive credit for fulfilling program requirements and meeting graduate level college standards.  Credit will be awarded at the end of Winter quarter. 

            At Evergreen, it is possible for a student to attend regularly yet receive reduced credit because of unsatisfactory performance or missing work.  In the MIT program, however, such a loss of credit means that a student will not be able to complete the program.  Reduction of credit will automatically trigger dismissal from the program.  If, for any reason, a student leaves the program before completion, she/he may receive the credit earned up to that point.  See Student Guide to Policies, Procedures, and Resources. 

V. WEEKLY SCHEDULE

 Week 1 (January 9-13): Teaching as Reflective Practice

	Tues., Jan. 10	Wed., Jan. 11	Thursday, Jan. 12	Friday, Jan. 13
Topics/Activi-ties	9:00—noon   9-9:30 Class Meeting & Overview of week   9:45-noon ·       Requirements for the Professional Certificate & Creating a Professional Growth Plan  + small group “brainstorming” – Scott ·       Adding endorsements --- Maggie ·       Job placement activities -- Loren   1:00-3:00 Seminar	10:00 a.m.-1:00 p.m.   10-11:45 Mac lab: Introduction to technology projects   noon-1:00: yoga stretching, breathing, and relaxation techniques	10:00 a.m.-noon     Technology workshop follow-up in Mac lab  – Simona & Amy Greene   1:00—3:00 Seminar	10-noon Technology workshop follow-up in Mac lab  – Scott
Read-ings	Freire, Teachers as Cultural Workers		hooks, Teaching Community, pp. ix-103
Assign-ments	Seminar preparation paper	1.  Autobio-graphical entry #9: cultural encapsulation 2.  Bring your yoga mat & comfortable clothing for stretching!	Seminar preparation paper

 Events, Resources and Notes

·       Yoga and Education (Grades K-12), extensive bibliography at http://www.iayt.org/site/publications/education.pdf

·       Wednesday, January 11, 1-2:00 p.m., Brown Bag lunch -- Clover Park personnel

Week 2 (January 16-20): Legacy of Colonialism—Native American Indians

	Tues., Jan. 17	Wed., Jan. 18	Thursday, Jan. 19
Topics/Activi-ties	9:00—noon Background on Native American legal issues: Alan  Parker, Director, & Jennifer Scott, Assistant Director, Northwest Indian Applied Research Institute   1:00-3:00 Seminar	10:00 a.m.—1:00 p.m. 10-11:45 Indigenous language restoration: Misty Miller, Native Language Coordinator, Wa He Lut Indian School, Nisqually reservation, & Rebecca Chamberlain, Language/Cultural Liaison   noon-1:00: yoga stretching, breathing, and relaxation techniques	8:45 a.m.-noon Meet in Bus Circle: Field trip to Squaxin Island Museum Library and Research Center   1:00—3:00 Seminar on readings for Wed. & Thurs.
Read-ings	1.  Wilkinson, Indian Tribes as Sovereign Government, pp. 1-78, 91-98, 101-112, 162-168 2.  “Medicine Creek Treaty”/Treaty with Nisquallys	Wray, Native Peoples of the Olympic Peninsula	Wilkinson, Messages from Frank’s Landing
Assign-ments	Seminar preparation paper	Seminar preparation paper	Seminar preparation paper

 Events, Resources and Notes

·       January 16, Martin Luther King, Jr. Day – college closed

·       Wednesday, January 18, 1-2:00 p.m., Brown Bag lunch – Employment workshop

·       Field trip to Squaxin Tribal Center Museum (http://www.squaxinisland.org/frames.html)

Week 3 (January 23-27): Legacy of Colonialism—Native American Indians

	Tues., Jan. 24	Wed., Jan. 25	Thursday, Jan. 26	Friday, Jan. 27
Topics/Activi-ties	9:00—noon   9-10:30 Presentation on teaching resources – Jennifer Scott   10:45-noon Denny Hurtado, OSPI Indian Education director   1:00-3:00 Seminar	10:00 a.m.—1:00 p.m. 10-10:50 1. President Bush on sovereignty 2. Makah whaling controversy – Michael 3. Overview of Makah field trip -- Simona   11-11:55 workshop: Using Fall lesson plans to incorporate Native American Indian perspectives   noon-1:00: stretching, breathing, and relaxation	6:30 a.m. Meet in Bus Circle: Depart for Makah reservation for field trip   [3 passenger vans + 1 cargo van]	1:00 p.m.: Depart from Makah reservation & return to Olympia by approx-imately 5:00 p.m.
Read-ings	Alexie, Ten Little Indians	1. Chief Seattle, How Can One Sell the Air? 2. Halpin, Totem Poles	1. Vavrus, Chapt. 6 2. Bigelow & Peterson, Rethinking Globalization, chapter 1 3.  Foster, Naked Imperialism 4. Roy, Instant-Mix Imperial Democracy (Buy One, Get One Free)
Assign-ments	Seminar preparation paper	Preparation paper for each reading	Preparation paper for each reading: E-mail as attachments PRIOR to field trip departure & take paper copies with you in vans

 Events, Resources and Notes

·       “Past is Prologue Educational Program”: http://www.pastisprologue.com/lessons.htm

·       “Activities to Celebrate Native American Heritage”:

            http://www.education-world.com/a_lesson/lesson209.shtml

·       Wednesday, January 25, 1-2:00 p.m., Brown Bag lunch – Resume & Placement File

·       Makah home page: http://www.makah.com/home.htm

*****

Week 4 (January 30-February 3): Legacy of Colonialism—Globalization

	Tues., Jan. 31	Wed., February 1	Thursday, February 2
Topics/Activi-ties	9:00—noon   9-9:30 Class Meeting   9:40-10:50 1.  Introduction to globalization – Michael 2.  Autobiographical #10 assignment: Globalization   11:00-noon film: Dam/age: A Film with Arundhati Roy (2002) (50 mins.)   1:00-3:00 Seminar	10:00 a.m.—1:00 p.m.   10-11:45 Introduction to globalization (continued)   films: 1.  Banking on Life and Debt (1995) (30 mins.) 2. WTO: A Threat to Humanity (2003, Chiapas Media Project) (55 mins.)   noon-1:00: yoga stretching, breathing, and relaxation techniques	10:00 -11:30 a.m. Ramin Farahmandpur, program guest speaker   [lunch] Noon-1:00 Ramin Farahmandpur, campus presentation   1:30—3:00 Seminar
Read-ings	McLaren & Farahmandpur, Teaching Against Global Capitalism and the New Imperialism, Introduction & chapters 1-3 (pp. 1-96)	McLaren & Farahmandpur, chapters 4-6 (pp. 97-191)	McLaren & Farahmandpur, chapters, 7-9 + Afterword (pp. 192-283)
Assign-ments	Seminar preparation paper	1.  preparation paper 2.  transformed lesson plans that incorporate Native Am. Indian perspectives	Seminar preparation paper

 Events, Resources and Notes

• Essay review of two of Peter McLaren’s books published in 2005 & a book about him: http://mrzine.monthlyreview.org/agm301005.html

• Saturday, February 4, 2006, noon 13th annual Northwest Regional International Day of Solidarity with Leonard Peltier, in Tacoma

Week 5 (February 6-10): Legacy of Colonialism—Globalization

	Tues., February 7	Wed., February 8	Thursday, February 9
Topics/Activi-ties	9:00—noon   9-9:30 Class Meeting   9:40-noon Workshop: Making global-local connections     1:00-3:00 Seminar	10:00 a.m.—1:00 p.m. 10:00-10:45 What’s a “sweatshop”?  What’s this got to do with schools and young people? -- Michael   10:50-noon Film: The New Rulers of the World (2001) (55 mins.)   noon-1:00: yoga stretching, breathing, and relaxation techniques	10:00 a.m.-noon Workshop: Using Fall lesson plans to incorporate globalization concepts   1:00—3:00 Seminar
Read-ings	1.  Bigelow & Peterson, Rethinking Globalization, chapters 2-5 2.  Bacon, “Communities without Borders”		1.  Bigelow & Peterson, Rethinking Globalization, chapters, 6-9 (end) 2.  Dean, “Teaching about global warming in truck country”
Assign-ments	Seminar preparation paper on each reading		1. Seminar preparation paper 2.  Bring Fall lesson plans

Events, Resources and Notes

·       Monday, February 6, 9:00 a.m. – 4:00 p.m., Mock interview

*****

Week 6 (February 13-17): Building Peaceable Schools

	Tues., February 14	Wed., February 15	Thursday, February 16
Topics/Activi-ties	9:00—noon 9:00-9:30: Class Meeting   9:40-noon 1. Overview of autobiographical #11: Typical Ability 2.  Dealing with conflicts in the classroom: Analysis & experiential workshop -- Simona   1-3:00 Seminar	10:00 a.m.—1:00 p.m.   10-11:45 a.m. Excerpts from film “Bowling for Columbine” with follow-up analysis   noon-1:00: yoga stretching, breathing, and relaxation techniques	10:00 a.m.-noon Exhibit of conflict resolution resources -- Simona   1:00—3:00 Seminar
Read-ings	1.  Hutchinson, "Education, Foresight, and Global Citizenship” 2. Harris, "What Is Peace Education?" 3. Fitzgerald, “Emotional Intelligence”		Elliott Aronson, Nobody Left to Hate
Assign-ments	1.  Seminar preparation paper on each reading 2. Autobiographical entry #10: Globalization	Transformative lesson plans that incorporate issues of globalization	Seminar preparation paper

Events, Resources and Notes

Week 7 (February 20-24): Inclusive Classroom Practices

	Tues., February 21	Wed., February 22	Thursday, February 23
Topics/Activi-ties	9:00—noon   9-9:50 Special education revisited – Patty   10:00-noon Special education panel   1-3:00 Seminar	10:00 a.m.—1:00 p.m.   10-11:45 a.m. Workshop: Special education -- Patty   noon-1:00: yoga stretching, breathing, and relaxation techniques	10:00 a.m.-noon   Workshop on questioning techniques using fall lesson plans – Patty & Michael   1:00—3:00 Seminar
Read-ings	Finn, Literacy with an Attitude		Walsh & Sattes, Quality Questioning: Research-Based Practice to Engage Every Learner
Assign-ments	1.  Seminar preparation paper 2.  Bring Fall lesson plans	Autobiographical entry #11: Typical Ability	1.  Portfolio of all assignments through Feb. 22 2.  Bring your Fall lesson plans for workshop

 Events, Resources and Notes

·       Monday, February 20, President’s Day – college closed 

*****

Week 8 (February 27-March 3): Conference Paper Presentations 

	Tues., Feb. 28	Wed., March 1	Thursday, March 2	Friday, March 3
Topics/Activi-ties	9:00—noon   9-9:30 Class meeting   9:40-noon 1.  Distribution of expectations & admission essays for autobio #12 2.  Peer review of presentation and posters	10-1:00   10-11:45: Individual presentations of tech. projects   noon-1:00: yoga	8:00 - 4:00 p.m. Oly campus   Keynote address: Peter McLaren   (see draft schedule on last page of syllabus)	8:00 - 4:00 p.m. Tacoma campus   Keynote addresses: Joye Hardiman & Peter McLaren
Read-ings
Assign-ments	1. Integration paper 2.  Conference paper presentations+ poster	1. Lesson plans that incorporate explicit questioning techniques 2.  Technology project	Conference paper presentation + poster	Conference paper presentation + poster

 Events, Resources and Notes

·       Monday, February 27, 1:00-3:00 p.m., Job fair

·       Thursday & Friday, March 2-3: Conference Paper & Poster presentations at Olympia & Tacoma campuses

Week 9 (March 6-10): Teaching as a Personal & Professional Journey

	Tues., March 7	Wed., March 8	Thursday, March 9
Topics/Activi-ties	9:00—noon 9-9:30 Class meeting 9:40-noon 1.  Expectations for educational philosophy statement 2. film: Bell Hooks: Cultural Criticism & Transformation (1997)  (1 hr+) 3.  film: Teaching from the Heart (on Parker Palmer’s work – 1hr.)   1-3:00 Seminar [portfolios returned]	10:00 a.m.—1:00 p.m.   10-11:45 workshop on democratic classroom management   noon-1:00: yoga stretching, breathing, and relaxation techniques	10:00 a.m.-noon   Panel of teachers led by Jana Dean, teacher, Bush Middle School (Tumwater)   no seminar
Read-ings	hooks, Teaching Community, pp. 104-197	revisiting Landau, The Art of Classroom Management & Cohen, Designing groupwork
Assign-ments	Seminar preparation paper	Preparation paper: Compare/contrast fall classroom management & groupwork with best practices from Landau & Cohen	autobiographical entry #12: (a) compare/contrast difference with admission essays (b) evaluation/ recommendations of experience of autobiographical research into teacher identity

Events, Resources and Notes

·       Wednesday, March 8, International Women’s Day & Simona’s birthday

*****

Week 10 (March 13-17): Teaching as a Personal & Professional Journey

	Tues., March 14	Wed., March 15	Thursday, March 16
Topics/Activi-ties	9:00—noon 9-9:30 Class meeting 9:40-noon Best Practices – Patty   1-3:00 Seminar	10:00 a.m.—11:45 a.m. Seminar – locations to-be-announced   noon-1:00: yoga stretching, breathing, and relaxation techniques	noon-2:00 p.m. potluck + preparing for Spring student teaching – Loren, Maggie, and faculty team
Read-ings	Marzano, What Works in Schools	Rethinking Schools (current issue)
Assign-ments	1. Professional Growth Plan 2. Seminar preparation paper	1. seminar preparation paper 2.  Educational Philosophy statement	1. complete portfolio due to Seminar Faculty by 11:30 a.m. 2.  potluck dish

 Events, Resources and Notes

• Thursday, March 16, end-of-quarter potluck – bring dish to share  

 Individual Evaluation Conferences

DUE: (a) Student Self-Evaluation of Academic Learning and (b) Student Evaluation of Faculty 

STUDENT TEACHING NOTE: Assignments begin at the start of Evergreen’s spring break, March 27 – students/faculty take their respective spring breaks according to public school calendar spring breaks (with faculty taking a break when the majority of Student Teachers are on break, sometime in April).

**************** 

The Evergreen State College

Master in Teaching Program Conference

March 2 –3, 2006

Olympia & Tacoma 

Multiple Voices in Democratic Education:

Language, Literacy, & Social Transformation 

Day 1 (tentative schedule):

Thursday, March 2^nd

Olympia Campus - The Evergreen State College

8:00 am – 4:00 pm 

8:00 – 8:30      Registration & Refreshments

8:30 – 9:45      Session I

10:00 – 11:30 Keynote Speaker: Dr. Peter McLaren (topic TBA)

11:30 – 1:00    Lunch (on your own )

1:00 – 2:15      Session II

2:30 – 3:45      Session III 

Day 2 (tentative schedule):

Friday, March 3^rd

Tacoma Campus – The Evergreen State College

8:00 am – 4:00 pm 

8:00 – 8:30      Registration & Refreshments

8:30 – 9:15      Conference address: Dr. Joye Hardiman

9:30 – 10:45    Session IV

11:00 – 12:15  Session V

12:30-1:45       Catered Lunch &

                        Keynote Speaker: Dr. Peter McLaren (topic TBA)

2:00-3:15         Session VI

3:30-4:00         Closing Remarks