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

McEwan, B. (2000). The art of classroom management. Merrill. (ISBN: 0-13-079975-0)

Stiggins, R. J. Student-centered classroom assessment. Merrill. (ISBN: 0-13-432931-7)

Kretzmann, J. and McKnight, J. (1993). Building communities from the inside out. Chicago: ACTA Publications. (ISBN 0-87946-108-X)

All writing assignments must be typed and double-spaced unless otherwise directed. A 12 pt. font with margins of 1" all around is required. Papers must be stapled; no binders or folders unless called for in a particular assignment. Your name should appear on a separate cover page with the title of the assignment and the current date.

We again urge you to take advantage of the Writing Center tutors in the Learning Resource Center (Library Building 3407) for writing advice and editor review. Your faculty will read your writing with an eye for development in competency and writing skill.

This quarter the preparation for seminars will take various forms, some that you practiced during fall quarter and some that are new. Check the syllabus to note when either a paper, visual representation, questions, outline or PowerPoint presentation is assigned. The PowerPoint presentation is required for week 8 on the topic of McEwan’s The Art of Classroom Management. There will be a PowerPoint workshop during week 7. to prepare you for that work. You can share your PowerPoint work in seminar via computer or hard copy. A fine, practical idea would be to prepare a PowerPoint presentation that could be used with students at the age level that you will be teaching to introduce a discussion on effective classrooms. Consider what concepts will be critical for your students to grapple with. A hard copy of this presentation must be included in your program portfolio. For week 5 you will be reading two books, The Brain Book and Methods that Matter. Prepare an outline that connects the concepts and ideas presented in these two books, i.e., outline (or prepare a table) that shows connections between how the brain works and how we teach. For each Thursday Weaver/Stiggins Grade Level Seminar, prepare a set of at least 3 questions that will guide your seminar in the discussion and understanding of the weekly readings in these two texts. A separate chapter listing for each week’s reading will be distributed in winter quarter.

• They will read fully edited drafts and will not be expected to edit for technical or grammatical errors. Their participation is for advice and input on your idea generation, content, conceptual framework, analysis and source material.
• You will negotiate with her or him a workable schedule for readings and meetings. Find out how much text they are prepared to read at one time.
• Their name will appear on the Approval Page of your published work.

Version 4.1. This version is a plan that provides information on how social justice will be incorporated into your autobiographical research. This plan includes (a) a draft of specific information about your relationship to issues of social justice and (b) describes your ideas for relevant visual images that will add to your overall multimedia format. This plan is due Thursday, January 10, as a Word document attachment e-mailed to your seminar faculty

Version 4.2 incorporates the ideas generated in 4.1 into autobiographical writing. It is due Thursday, January 17, in a multimedia format. The purpose of this version is to consider your perspective on social justice issues and to incorporate this information into a description of your emerging identity as a teacher for social justice.

Version 5.0 is due Monday, February 4, as a multimedia format. In light of what you have learned about yourself in relationship to your identity as a teacher, you will make revisions to your entire autobiographical research so that the entirety of this assignment is a cohesive and coherent whole.

Version 6.0: To be continued…

Please continue maintaining a journal of teaching ideas generated from program activities. Entries will document interesting words, phrases and questions that you encounter as you participate in this program. Especially useful will be teaching and learning ideas that are new to you, perhaps the integration of art and quantitative reasoning in an interdisciplinary approach to teaching. Briefly jot down these ideas in a pocket notebook as they arise, then transfer and elaborate on these notes in a full size journal notebook. This journal of teaching ideas will be useful in creating curriculum, sharing ideas with others and inventing new teaching methods.

These program-learning activities will continue to feature emerging topics and questions from the program work. Movement studio is open to one or more program members leading a session; contact Stephanie at least a week in advance.

1. Autobiographical Project (see above) 2. PowerPoint seminar presentation (see above) 3. Web Based Middle School Curriculum project due February 11. During winter quarter there will be workshops to guide you through the completion of 2 & 3. For 3, in a nutshell, you will be designing a learning project for middle school students that incorporates the use of the Web. These projects will be critiqued by middle school students for elements of: interest, developmental appropriateness and technical appropriateness. Here are more details:

During your fall quarter middle school e-mail correspondence and during a January 8 workshop you will have gained some insights into middle school aged learners. These insights will be the starting point for a web-based, interdisciplinary curriculum project that you will begin on January 15. This project will provide you with opportunities to:

• apply what you have learned about middle school learners

• become more familiar with the EALRs in your endorsement area

• consider and support inquiry-based, interdisciplinary learning
• become more proficient as a builder and user of the world wide web

You will create a web site that is organized around one or more questions that would be of interest to many middle school aged students. The web site will include

• your question(s)
• links to other web sites that will allow students to explore the question(s),
• a "teachers" guide with one or more suggestions for how a teacher might use your site in a classroom setting and a list of the EALRs that are be most closely associated with your site.

You are welcome to make the site visually enticing, but please keep your focus on developing a working site with one or more interest-arousing questions about concepts and some resource-rich links.

During our January 15 workshop you will learn (or help others learn) the essential technology skills needed for this project by building a "practice site". You can view the practice site you will be recreating at http://academic.evergreen.edu/c/colemans/practicesite. On January 15 you will also begin to plan your own site and begin to search for the web sites that will serve as resources. To help you with all three of these tasks, Marilyn Piper and several middle school students will join us in the Computer Center.

You will have until February 11 to complete this project. During the week of February 11 you will visit Washington Middle School to share your site with a middle school student. (You will sign up for an hour during one afternoon that week). This visit will give you the opportunity to see how one student responds to what you have done. You will need to take notes on your "reviewer's" response to your site and later write a reflection on that response. You should ask your reviewer to use the site in a way you intended it to be used -- that is, have them explore a conceptual question using the links you provided.

Be sure to note:

• The degree of interest in your site
• Any technical problems your reviewer encountered
• The extent to which the site seemed to promote learning (with regard to the EALRs you selected and otherwise).

Please include a print out of your site and your reflections in your portfolio.

Wednesdays are again devoted to learning in the schools and community. You will again maintain a Community/School Observation Journal. Your placement in winter will continue into spring quarter and progress to a point of teaching in that classroom. Also, consider what you have learned about investigating communities that will guide you to think about holistic, inclusive curriculum development. The assigned text, Building Communities from the Inside Out must be used to guide the way you examine the school community during winter quarter. Your journal must include entries that consider how the book’s asset-based perspective influenced the way you looked at the school community.

1. Your portfolio must be complete, including all required assignments, faculty critiques, and required revisions of specified assignments through Week 5 of Winter Quarter.

2. Add to your portfolio the following information (typed):

• A critique of your strengths and weaknesses as they relate to your academic background for preparing curriculum based on the EALRs in your teaching endorsement(s).

• A critique of how you plan to approach the EALRs in your teaching based on the knowledge and perspectives you have gained thus far in the Teaching for Social Justice program.

• Based on your critique, develop a professional development plan that will strengthen the way you will teach in your endorsement area(s). See attached Professional Development form.

EALRs can be accessed at http://www.k12.wa.us/curriculuminstruct/ealrs.asp

3. Dress professionally for the Advancement to Candidacy conference. You will need to prepare for this conference by being able to succinctly discuss with the faculty team the following items:

• How has your identity formation as a teacher shifted thus far during the Teaching for Social Justice program, and how do you currently perceive yourself as a teacher?

• Given how you currently understand yourself as teacher, how will you develop collegial relationships with other teachers?

• Based on your teacher identity formation shifts during the program, describe your identity changes in regards to how you will develop an academic relationship with children & youth in public school settings.

• Describe how you are planning to address your content gaps based on your EALRs critique.

Tuesday Seminar: bell hooks, Teaching to Transgress

9:00 - 10:00 Movement Studio

10:30—12:30 Media/Lecture: Ratna on Gender/Race

9:00-11:00 Book Seminar Seminar Preparation Paper Due

12:00-3:00 Workshop: Concepts, Principles of Theory and Practice & Middle Schoolers

Wednesday January 9 A Day in the School & Community

9:00-11:00 Weaver/Stiggins Grade Level Seminar

11:30—1:30 Lab l 1040 Writing Workshop

Tuesday Seminar: Dewey, J. Experience and Education

9:00 - 10:00 Movement Studio

10:30 — 12:30 Media/Lecture Michael & Stephanie on John Dewey

9:00-11:00 Book Seminar Seminar Questions Due (at least 3)

12:00-3:00 Computer Center Workshop: Web Based Middle-School Curriculum Project Wednesday January 16 A Day in the Community & Schools

9:00-11:00 Weaver/Stiggins Seminar Grade Level Seminar

11:30—1:30 Theater Studio

Tuesday Seminar: Journal Articles on Reserve

Monday January 21 Campus Holiday — Martin Luther King , Jr. Day

9:00-11:00 Seminar Seminar Questions Due (at least 3)

12:00-3:00 Media: Ma Vie En Rose

Wednesday January 23 A Day in the Community & Schools

9:00-11:00 Weaver/Stiggins Grade Level Seminar

11:30—1:30 Theater Studio

Tuesday Seminar: Banks, J. Cultural Diversity & Education

9:00 - 10:00 Movement Studio

10:30 — 12:30 Media/Lecture: Michael on Culturally Responsive Teaching

9:00-11:00 Book Seminar Seminar Paper Due

12:00-3:00 Workshop: Multicultural Curriculum

Wednesday January 30 A Day in the Community & Schools

9:00-11:00 Weaver/Stiggins Grade Level Seminar (Magda visits with secondary group 10:00-11:00)

11:30—1:30 Theater Studio

Tuesday Seminar: Jensen, The Brain Book

Daniels, H & Bizar, M. Methods that Matter

9:00 - 10:00 Movement Studio

10:30 — 12:30 Workshop with Louis Nadelson - Math and the Brain

9:00-11:00 Book Seminar Connections Outline Due

12:00-3:00 Workshop: Magda on Applications of EALRs and WASL

Wednesday February 6 A Day in the Community & Schools

9:00-11:00 Weaver/Stiggins Grade Level Seminar (Magda visits with Middle School group 10:00-11:00)

11:30—1:30 Theater Studio

Monday February 11 Middle School Curriculum Website Project Due

Thursday February 14 10:30-12:30 Weaver/Stiggins Grade Level Seminar ((Magda visits with Elementary group 10:00-11:00)

During this week each of you will:

• Spend one hour (in small groups) at the Evergreen Center for Educational Improvement.

• There is no school observation this week, but you will go to Washington Middle School to preview your Curriculum Project Web Site

12:00-3:00 Computer Center Workshop on PowerPoint

Wednesday February 20 A Day in the Community & Schools

9:00-11:00 Weaver/Stiggins Grade Level Seminar (Magda visits with Secondary group 10:00-11:00)

11:30—1:30 Theater Studio

Tuesday Seminar: McEwan, B. The Art of Classroom Management

9:00 - 10:00 Movement Studio

10:30 — 12:30 Media/Lecture: Democratic Schools

9:00-11:00 Book Seminar: PowerPoint Presentation Due

12:00-3:00 Sue Feldman on Conflict Resolution

Wednesday February 27 A Day in the Community & Schools

9:00-11:00 Weaver/Stiggins Grade Level Seminar (Magda visits with Middle School 10:00-11:00)

11:30—1:30 Theater Studio

Tuesday Seminar: Hammond, J. (1998). Fighting to learn: popular education & guerrilla war in El Salvador

9:00 - 10:00 Movement Studio

10:30 — 12:30 Jorge Gilbert on Paulo Freire

9:00-11:00 Book Seminar: Seminar Questions Due (at least 3)

Wednesday March 6 A Day in the Community & Schools

9:00-11:00 Weaver/Stiggins Grade Level Seminar (Magda visits with Elementary group 10:00-11:00)

11:30—1:30 Theater Studio

Tuesday Seminar Cahan, S. & Kocur, Z Contemporary Art & Multicultural Education

9:00 - 10:00 Movement Studio

10:30 — 12:30 Book Seminar Visual Representation Due

Wednesday March 13 A Day in the Community & Schools

9:00-11:00 Weaver/Stiggins Grade Level Seminar

11:30—1:30 Workshop: Louis on Geometric Perspective and Proportion

During winter quarter you will again keep a portfolio to organize, reflect on, and guide the progress of your work in this program. Think of the portfolio as a developing story about your growth as a learner, as a writer, as a thinker and as 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. 4) organizes program handouts.

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 Reflection__

4. Weaver/Stiggins weekly questions Reflection__

5. Community/School Observation Journal Reflection__

6. Movement and Theater Studio Work Reflection__

7. Seminar Participation Reflection__

8. Talks, lectures presentations & workshops Reflection__

9. Involvement as a member in this learning community Reflection__

10. Other skills developed during this quarter Reflection__

11. Journal of Teaching Ideas Reflection__

12. Master’s Project: Annotated bibliography, Chapter 1 & 2 Reflection__

13. Autobiography Project Reflection__

14. Middle School Curriculum Project & Middle School Student Critique Reflection__

15. Winter Quarter Self-Evaluation