Teaching for Social Justice

Faculty	Office	Phone	e-mail	Mailbox location
Ernestine Kimbro	Lib 3308	867-6715	kimbroe@evergreen.edu	Lib 2300
Ratna Roy	Com 308E	867-6469	royr@evergreen.edu	Com 301
Stephanie Kozick	Sem 4103	867-6439	kozicks@evergreen.edu	Sem 3127
Lyndel Clark	Lab 1 3024	867-6559	clarkl@evergreen.edu	Lab 1 3019
Scott Coleman	Lab I 3010	867-6130	colemans@evergreen.edu	Lab 1 3019
Michael Vavrus	Lab I 3013	867-6638	vavrusm@evergreen.edu	Lab 1 1st floor
Magda Costantino	Lib 2114	867-6388	magdacos@evergreen.edu	Lib 2211
Marilyn Piper			mpiper@osd.wednet.edu
J.T Austin	Lab I 3016	867-6225	AustinJ@evergreen.edu	Lab I 3019

This quarter you will decide which format best suits your response to the weekly readings. The program has introduced a set of response styles: written paper, visual representation, detailed/complex questions, and PowerPoint presentation. Because of this quarter’s portfolio style you will need to digitize each response. Your responses will be evaluated on the basis of the depth of your conceptual and comprehensive understanding of the text.

During spring quarter you will draft and revise chapters 3 and 4 of your Master’s thesis project by carefully following the Project Guidelines. An additional element of this process is "peer assessment." This assessment completed by a colleague in the program that you will select in week 1 will be guided by the rubrics for chapters 3 & 4 in order to help her or him structure effective editing advice.

Your faculty reader fully edited your drafts of chapters 1 and 2 during winter quarter. You now have a reasonable understanding of the style required for professional publications. Therefore, this quarter your faculty reader will primarily focus on organization and content with minor attention to copy editing, e.g., grammar, sentence structure, word choice, and coherence and transition within and between paragraphs. Faculty will return drafts that display a significant number of such errors within the first few pages of the chapter, and another draft will be required.

Continue working with your second reader, incorporating his/her advice into chapters 1 and 2. Again, this quarter he or she will read fully edited drafts and will not be expected to edit for technical or grammatical errors. His or her input is for advice on your idea generation, content and conceptual framework. Negotiate a workable schedule for readings and meetings. Find out how much text he or she is prepared to read at one time. Remind your reader that his or her name will appear on the Approval Page of your published work.

Version 6.0: In this project, you will re-read your two essays for admission to the MIT program (copies to be distributed). In light of what you originally wrote prior to entering the program, and your experiences in the "Teaching for Social Justice" Program this academic year, you will critically reflect upon what it means to you now (a) to be a teacher and (b) to teach in schools where racism and other discriminatory biases are part of the everyday life of classrooms and U.S. society and how you anticipate that you will respond to such biases.

This quarter is especially suitable to the collection of teaching ideas. Prepare entries for your journal from ideas generated from your school observation and teaching, the program activities and from the curriculum designs presented by your colleagues in the program. As before, your entries might also document interesting words, phrases and questions that you encounter as you participate in this program.

You will join a group of 3-5 program colleagues to complete a comprehensive curriculum design project in one of your endorsement areas. Your group will team teach one lesson from the project to the whole program during the last weeks of the quarter. Details will be provided during week 1.

Wednesdays are again devoted to learning in the schools and community with the addition that this quarter you will teach at your observation site as least 2 times. You will again maintain a Community/School Observation Journal.

This quarter your community journal will document how your community investigation informs your teaching decisions. The assigned text, Building Communities from the Inside Out helped you identify the assets in your school community. How do these assets influence teaching projects? Your journal must include entries that consider how the book’s asset-based perspective influenced the way you view community as resources for the classroom.

Message Board: Giovanni will maintain an on-line message board for program announcements. This idea generated from the group meeting will allow full program time for planned activities. Giovanni will structure the use and system of contributions to the message board and distribute guidelines and procedures.

No Book

Tuesday

9-11 Workshop on designing lessons for spring teaching - Bring planning materials

12- 3 Individual conferences with seminar faculty to debrief your teaching in the schools project - Bring the "Spring quarter teaching agreement."

Thursday

9-10 Community Meeting

10-12 Media presentation on EALRs

1-2 Curriculum design group organization/briefing your group of your spring lessons

2-3:30 Master’s Project Appointments

Book: Cohen, Elizabeth G. Designing Groupwork

Tuesday

9-11 Book Seminar

2. Workshop: Video "Status Treatments for the Classroom" & Panel of Teachers Who Do Groupwork

2-3 Movement

Wednesday Day in School & Community

Thursday

9-10 Community Meeting

10-1 Curriculum Design Groups Meet

1-2 Integration Seminar

Book: Adams, Dennis, Mary Hamm. Collaborative Inquiry in Science, Math & Technology

Tuesday

9-11 Book Seminar:

12-2 Workshop: Magda on Rubrics and Integrated Curriculum

2-3 Theater Sessions

Wednesday Day in School & Community (Spring Break for many schools)

UGSA Conference on campus 12pm-9pm: "Searching for Common Ground: Native American perspectives on education and the environment." See distributed schedule.

Thursday

9-10 Community Meeting

10-1 Curriculum Design Groups Meet

1-2 Integration Seminar

Book: Atwell, Nancie. New Understanding about Writing, Reading,& Learning

Tuesday

9-11 Book Seminar:

12-2 Workshop: Librarian Group

2-3 Movement: Amber

Wednesday Day in School & Community

Thursday

9-10 Community Meeting

10-1 Curriculum Design Groups Meet

1-2 Integration Seminar

Book: Miller, Alice. For Your Own Good: Hidden Cruelty in Childrearing & the Roots of Violence

Tuesday

9-11 Book Seminar:

12-2 Workshop on Child Abuse: Kristen Hamilton-Coordinator

2-3 Theater Session

Wednesday Day in School & Community

Thursday

9-10 Community Meeting

10-1 Curriculum Design Groups Meet

1-2 Integration Seminar

Book: Moses, Robert P. , Charles E., Jr. Cobb. Radical Equations

Article: Shoenfeld, Alan H. "Making Mathematics Work for All Children: Issues of Standards, Testing and Equity" Education Researchers, Jan-Feb 2002 On Reserve

Tuesday

9-11 Book Seminar

2. Workshop: Panel on Achievement Gap: Linda Robinson and others

2-3 Movement

Wednesday Day in School & Community

Thursday

9-10 Community Meeting

10-1 Curriculum Design Groups Meet

1-2 Integration Seminar

Book: Turnbull, Ann P. & Turnbull H. R.. Families, Professionals, & Exceptionality: Collaborating for Empowerment

Article: "Over identification of students of color in special education: A critical overview" Multicultural Perspectives On Reserve

Tuesday

9-11 Book Seminar:

2. Workshop: OSPI special educator Kathy Bartlett

2-3 Workshop on Families

Wednesday Day in School & Community

Thursday

9-10 Community Meeting

10-1 Curriculum Design Groups Meet

1-2 Integration Seminar

Book: Turnbull, Ann P. & H. R. Turnbull. Families, Professionals, & Exceptionality: Collaborating for Empowerment

Tuesday Fieldtrip to Tacoma International Children’s Festival

Wednesday Day in School & Community

Thursday

9-10 Community Meeting

10-1 Curriculum Design Groups Meet

1-2 Integration Seminar

Book: Head, John. Working with Adolescents: Constructing Identity

Article: Csikszentmihalyi, M. & Reed ,L. Chapter 12 "Converting Challenges to Enjoyment: The Flow Experience" In Being Adolescent On Reserve

Tuesday

9-11 Book Seminar:

12-2 Workshop: Janet Hayakawa

2-3 Theater Sessions

Wednesday Day in School & Community

Thursday

9-10 Community Meeting

10-1 Curriculum Design Groups Meet

1-2 Integration Seminar

Book: Cary, Eve, Alan H. Levine, Janet Price. ACLU: Handbooks for Young Americans: The Rights of Students

Kern, Alexander; David Alexander. The Law of Schools, Students & Teachers in a Nutshell

Tuesday

9-11 Book Seminar:

2. Workshop: WEA and OSPI representatives

2-3 Theater Sessions

Wednesday Day in School & Community

Thursday

9-3:30 Individual 20 minute meetings with Master Project Faculty Reader

Thursday, June 13^th Program day retreat at Shan’s place.

During spring quarter you will again keep a portfolio to organize, reflect on, and guide the progress of your work in this program. If you choose to do so, this quarter your complete portfolio can be submitted electronically on a CD. Scott is willing to help you with this electronic project. This continues the story of your growth as a learner, writer, thinker, and a member of this learning community. A completed portfolio collection 1) helps you to reflect on what you have learned and how you have accomplished this learning 2) facilitates writing your self-evaluation 3) provides the faculty with your work so that what you have accomplished can be evaluated.

In preparation for the end-of-the-quarter evaluation conference, you must make careful reflections about your work and how it demonstrates your growth in this program. Below is a checklist to help you keep track of the work you are required to include. Each item requires a typed, one page reflection that discusses your academic growth. Some items require only the reflection writing, such as, seminar participation and program talks, lectures and presentations. Write about how and why your learning growth occurred related to each program activity. In addition, you may want to add any other work or pictures that will enhance your portfolio.

1. Title page

2. Table of Contents

3. Weekly Seminar Preparations and Participation Reflection__

4. Community/School Observation Journal Reflection__

5. Lesson Plans and Teaching at Observation Site Reflection__

6. Movement and Theater Studio Work Reflection__

7. Talks, lectures presentations & workshops Reflection__

8. Involvement as a member in this learning community Reflection__

9. Other skills developed during this quarter Reflection__

10. Journal of Teaching Ideas Reflection__

11. Master’s Project: Annotated bibliography, Chapter 3 & 4 Reflection__

14. Final Yearlong Self-Evaluation