Core Connector Program Secretaries
Writing Tutors
Meeting Schedule
In addition, all students will
spend three hours per week in a school classroom observing
and helping the teacher.
Learning Goals for Winter Quarter
1. To understand basics
of economics, how decisions are made in the private and public sectors,
the nature of taxation and how schools are funded.
2. To continue to consider
theories of psychological development and how those theories relate to
alternative approaches to teaching and learning.
3. To learn about and
practice applications of alternative learning strategies.
4. To consider depictions
of schools and schooling in films and how these depictions might inform
teachers and teaching.
5. To master computing
skills that facilitate communication and the presentation and analysis
of quantitative information
6. To gain mastery
of basic study and learning skills as a foundation for more advanced college
work. These skills include writing, oral expression and critical thinking.
Program Assignments
Following are brief summaries
of assignments for the program. More details on each assignment will be
presented in class.
1. Philosophy of Education
Paper – Each student will write a statement of her or his own philosophy
of education. First drafts are due at the end of the second week of class
(Thursday, Jan 19) and are to be posted on WebX. About every two weeks,
students will reconsider their philosophies based on program activities
and on assigned seminar readings of the prior two weeks. These reconsiderations
will take the form of short (three to five pages) essays and will be due
at 1 pm Thursdays of weeks 4, 6 and 8. Final
educational philosophy papers will be due in week 10.
2. Seminar Response
Papers – In weeks 1, 3, 5, 7 and 9 students
will write short (two or three paragraphs) responses to the assigned seminar
books. These are due by 1 pm Thursdays.
3. Web Site/Electronic
Portfolio – Each student will maintain her or his personal web page related
to participation in the program. All work for the quarter will be collected
on these web pages in the form of an e-portfolio. Faculty will use the
portfolios in writing end-of-quarter evaluations. Web sites and e-portfolios
are due on Wednesday of week 10.
4. Wednesday Workshop
stuff – See Handouts for particular assignments.
5. Reflective
Teacher, Part II – Students will continue to work on the autobiographical
papers that they started in fall quarter. Focus of work on those papers
for winter quarter will be on how the qualities that define them as people
might be assets or, more importantly, liabilities to them as teachers. Rough
draft due in Week 6. Final draft due in week 9.
6. Final Exam on Economics
and School Finance – There will be a comprehensive final, in-class examination
on the economics and school finance materials that we cover during the
quarter. Students will draft possible exam questions related to the activities
of the Monday morning workshops. These questions will be posted on WebX
by 5 pm Friday of each week. Each student will review and comment on two
other students’ questions. In addition, since there is no textbook for
the economics/finance workshops, students must take good notes. Faculty
may ask periodically to see those notes.
7. Assigned Readings – Students
must read and be prepared to discuss the assigned readings on days shown
on the program schedule. In addition to scheduled readings, faculty may
add other materials on occasion.
8. Computer Workshops – Computer
workshops will focus on applications of spreadsheets and will include presentation
and analysis of quantitative information related to schools and schooling. Products
of the workshops will be turned in and/or added to e-portfolios. Time
will also be available for additional work on web pages and portfolios.
9. Other – Faculty
may add, change or delete assignments as the quarter progresses.
Program Book List
Arends, Richard I. (1996). Classroom
Instruction and Management. Burr
Ridge: McGraw-Hill. ISBN: 9780070030824 0070030820
Delpit, Lisa D. (1996) Other
People's Children: Cultural Conflict in the Classroom. New York: New Press. ISBN: 9781565841802
1565841808
Dewey, John (1997) Experience
and Education. New York:
Free Press. ISBN: 9780684838281 0684838281
Flores-Gonzalez, Nilda (2002) School Kids/Street Kids: Identity Development in Latino Students. New York: Teachers College Press. ISBN:
9780807742235 0807742236
Gardner, Howard (2004) Frames
of Mind: The Theory of Multiple Intelligences. New York: Basic Books. ISBN: 9780465025107
0465025102
Kohl, Herbert (1995) I Won't Learn from You: And Other Thoughts on Creative Maladjustment. New
York: New Press. ISBN: 1565840968
Kozol, Jonathan (1992) Savage Inequalities: Children in America's Schools. New York: Perennial. ISBN: 9780060974992
0060974990
Miller, Patricia A. (2001) Theories of Developmental Psychology. New
York: Worth Publishers. ISBN: 9780716728467 071672846X [Carryover from Fall Quarter]
Nieto, Sonia (2003) What Keeps Teachers Going? New York: Teachers College Press. ISBN:
9780807743119 0807743119
Program Covenant
As a learning
community, faculty and students in So You Want to be a Teacher acknowledge
that community does not just "happen." It is up to us to create
our own learning community and to strive to maintain community vitality.
As such, we have responsibilities to ourselves, and to the group. It is
important that the duties and responsibilities of faculty and students
are clearly understood. Those responsibilities are described here and constitute
a covenant among community members.
Expectations of Faculty
The learning community can expect faculty members
to:
1. Attend a faculty seminar
and business meeting each week ready to participate.
2. Be prepared for lectures,
workshops and other activities as scheduled by the faculty team.
3. Help facilitate book seminars
each week.
4. Attend all program activities
required of the entire group of students when not ill or absent for professional
or religious reasons.
5. Give prompt and meaningful
feedback to all student assignments.
6. Be available to students
during posted office hours or by appointment.
7. Give students feedback
throughout the quarter so that written evaluations are not a surprise.
8. Notify students by the
end of the 5th week if their work‑to‑date does not meet the
requirements for full credit.
9. Write an evaluation for
each assigned student.
10. Participate in the administrative
business of the program as agreed to by the faculty team.
11. Continually work to create
a community that respects differences and encourages an environment where
students and faculty can learn with and from each other.
12. Abide by Evergreen's social
contract.
Expectations of Students
The learning community can expect students to:
1. Attend all class meetings
on time and to stay for the entire class period. Any absences can lead
to reduced credit. Faculty will take roll.
2. Prepare fully for all
classes, seminars and program activities by completing the readings, reflecting
on the readings and thoughtfully designing questions and comments about
the readings. Students will put the same careful attention into their writing.
All written work will be typed, double‑spaced and proofread before
submission and will conform to the APA handbook.
3. Have the assigned books,
read them and bring them to class. Students who do not have books with
them at a workshop or discussion may be asked to leave and may, as a result,
lose credit.
4. Complete all written work
and assignments on time.
5. Engage fully in all classes,
seminars and program activities by generating and sharing ideas and critiques
as well as listening actively and encouraging others to generate and share
their ideas and critiques.
6. Consult with their seminar
leader whenever they need clarification about any aspect of the program,
the readings or other activities.
7. Write self and faculty
evaluations at the end of the quarter. Evaluations of faculty may be submitted
to the program secretaries.
8. Meet with seminar leader
for evaluation conference at the arranged time.
9. Continually work to create
a community that respects and encourages an environment where students
and faculty can learn with and from each other.
10. Submit original pieces
of work. No plagiarism. Plagiarism is to pass off as one's own the words
or ideas of others. Plagiarists could lose credit, be removed from the
program and may be required to leave the college. Ask faculty members
if you have any questions.
11. Abide by Evergreen's social
contract
Academic Standards
By
enrolling in the program, you agree to abide by the academic standards
outlined below.
· Attendance
and Preparation – Attending class and
being prepared for program activities are not options; they are mandatory. Faculty
will deny credit for absences and for lack of preparation.
· Late Work Policy -
We expect all work to be submitted on time. Late submittals communicate
to us that you are not keeping up with your work. In all but the most
extenuating of circumstances, work that is submitted past its due date
and time will not be read by faculty and your evaluation will state that
your work was not submitted in a timely fashion. Failure to attend all program
meetings or to submit all work could result in a loss of
credit.
· Credit Policy - Credit is not the same thing as high quality
work. Full credit may be given when students fulfill the college-level
requirements and standards of the program. The evaluation is used to describe
the quality of the student's work. Thus, a student could actually receive
credit, but also receive evaluations that reflect poor quality work. On
the flip side, a student could attend regularly but receive partial or
no credit because of poor quality or missing work.
· Honesty - It is required that
each assignment be an original piece of work for this program (i.e., the
piece has never been submitted to or has not been the basis for an assignment
in another program). Ideas or written passages that are not yours must
be correctly referenced so that credit can accrue to the original sources. In
general, documentation is to be in American Psychological Association format,
though informal citations are acceptable for some work, at the discretion
of the faculty. The APA handbook is available in the library.
Any student who plagiarizes material will lose credit, be
asked to leave the program, and may be required to leave the college. Ask your faculty members
if you have any questions. The Evergreen library and the Learning Resource
Center also have information on plagiarism.
If any situation arises in which there is ambiguity
or uncertainty about whether the work fulfills the letter or spirit of
Evergreen’s Academic Standards, please bring it to our attention. Failure
to adhere to these standards will result in a loss of credit.
Housekeeping
1. Conflict resolution
- Although we will all strive to maintain a smooth‑running
program, conflict happens and can be healthy if handled well. Resolution
of disagreement between a student and a faculty member should be attempted
first by the two parties involved, then with the whole faculty team.
If resolution cannot be reached at this point, we will use the
college's established grievance procedure. Students should strive to
resolve conflict between themselves, first, but faculty members are available
to act as mediators if needed.
2. Evaluations - Students
will be evaluated by their seminar leader, but contributions from the other
faculty member will be solicited and welcomed.
3. Credit - Credit
is not the same thing as high quality work. Full credit may be given when
students fulfill the college-level requirements and standards of the program.
The evaluation is used to describe the QUALITY of the student's work. Thus,
a student could actually receive credit, but also receive evaluations that
reflect poor quality work. On the flip side, a student could attend regularly
but receive partial or no credit because of poor quality or missing work.
4. Partial credit
- This program awards 16‑quarter hours for the quarter. Reduction
of credit requires the consensus of the entire faculty team.
5. Expulsion from
the program - A student may be asked to leave the program if his
or her behavior is consistently disruptive, antagonistic and impedes
the program from progressing. Any student who is asked to leave and wishes
to appeal may do so by arranging to meet with the entire faculty team.
The team's decision will be binding, although students always have access
to the college's grievance procedures.
A student's
registration in this program indicates his or her willingness to abide
by these duties and responsibilities.
