"Teaching Against the Grain: Resisting the Culture of Schooling"
Master in Teaching Program Year Two
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Abbreviated table of due dates
In the fifth quarter, this full-time graduate program will engage each member of the learning community in the exploration of the question:
"What can we learn from ongoing reflection on our teaching?"
This shortened eight-week quarters exploration will be informed by a variety of reflections on our Fall Quarter student teaching experiences. At the center of this exploration will be James Hendersons book, Reflective Teaching: Professional Artistry Through Inquiry. A major goal of our reflections will be to revisit our commitment to what it means to teach in a diverse democracy. Henderson suggests five forms of inquiry usefully integrated into teachers ongoing reflections on the craft of teaching for democratic living: public moral inquiry; multiperspective inquiry; deliberative inquiry; autobiographical inquiry, and critical inquiry. You can consider these as you reexamine your lesson plans and teaching strategies.
In preparation for spring student teaching and your upcoming professional responsibilities, you will have a variety of opportunities to reflect, consolidate your understandings and to add to your repertoire. You will have a chance to review materials covered in Year One. There also will be new reading material and workshops related to teachers professional responsibilities under the Washington Administrative Code including understanding school law; identifying child abuse and neglect and drug and alcohol abuse. In addition, you will have opportunities to:
post a revised lesson plan and short discussion on Web Crossing each week, as you revisit theory and best practice from the first year of MIT;
develop a draft Washington State required Professional Development Plan based in part upon your self-assessed strengths and areas for growth in your fall teaching experiences;
select one or more items from your draft Plan and design and carry out an individual professional development project this quarter;
continue your student-led Study Circles on Race and participate again in the colleges Days of Presence and Absence
update your resume and philosophy of education statement prior to an individual mock job interviews with a local principal in February;
develop a personal portfolio Web Page and assess your educational technology skills;
prepare and present a conference poster on your Masters research project in a final professional Poster Session during the last week of the quarter.
Program Schedule and Room Guide:
Sunday |
Monday |
Tuesday |
Wednesday |
Saturday |
Web Crossing Post lesson plan & rationale by 9:00 p.m. |
Web Crossing Post response to 2-3 colleagues' postings by 3:00 p.m. |
2:30-4:30pm
5-6:30
p.m.
7-9 p.m. Jan
- 3151 |
5-7:30
p.m. 8-9:00pm |
CAB (8:30-10:00 StudyCircles on Race weeks 2,5,7) 12-1
pm 1-5pm
|
* Gery Gerst will be teaching with us during the first few weeks of the quarter. He will be working with Sonjas seminar.
WEEKLY WEB CROSSING POSTINGS AND PREPARATION FOR REFLECTIVE SEMINAR (weeks 1 & 2)
A weekly reflective seminar continues as the intellectual center of the program. This quarter we have organized the seminar work slightly differently. Some weeks, the seminars will focus on a new book related to material that we are covering for the first time. Other weeks, the seminar will focus on some aspect of curriculum development and/or teaching, and will involve a review of selected reading from Year One.
For the Web Crossing posting each week, the focus will be on taking a look, with a fresh eye, at the lessons that you wrote/taught in the Fall Quarter. Each week you will want to select an "old" lesson plan that you would like to revise, expand or change completely, to reflect a sharper demonstration of a fully developed concept-based lesson with appropriate accommodations and assessment strategy.
Betsy Mika Katzer |
Jan Kristin EckertAvi Barnes Janith Pewitt Gordon Quinlan Angela Polowy Amy Laskota Kathy Lobdell Britt Sande Jennifer Echtle Victoria Payseno Tammy McMullen Crystal Hoover Kris Endicott |
Gery/ Sonja Megan
Marks |
MAJOR RESPONSIBILITIES FOR THE QUARTER |
WEEKLY WEB-POSTING Each week, for weeks 2 through 7
CULTURAL ENCAPSULATION STATEMENT.Presentation Albums from Fall Quarter student teaching are due at the end of Week 2, on Saturday, January 17. On that day, there will be a "Presentation Album Fair" where you will share your albums with your colleagues, and faculty will check them for completeness. You will want to keep and use these albums across the quarter for your seminar lesson plan discussions and reflections. The faculty will collect your albums and thoroughly review your "five lessons that demonstrate your best shot at constructivist planning and EALR assessment and your Cultural Encapsulation Statement at the end of Week 6.
Your reflective writing on your own "cultural encapsulation" during your Fall Quarter student teaching is to be included in your Week 2 Presentation Album. This material will be valuable in discussions in the three Study Circles on Race session, as well as in your ongoing reflections on your educational philosophy, classroom management, classroom accommodations, and anti-bias teaching.
RESUME, PHILOSOPHY OF EDUCATION AND LETTER OF INTRODUCTION FOR INTERVIEWS WITH PRINCIPALS
During Week 6, on Wednesday, February 11th, from 8 a.m. to 3 p.m., Loren will arrange for you each to have a mock job interview with a principal from a local school. In preparation for this interview, you need to revise your resume; your philosophy of education statement, and prepare a letter of introduction which you will give to the principal. At the end of your interview, the principal will give you feedback. Maggie has extensive experience working with resume development and is graciously willing to review your resume prior to your interview.
INDIVIDUAL PROFESSIONAL DEVELOPMENT PROJECT (handout).
In preparation for spring teaching and the state required Professional Development Plan, you need to individually identify your needs for further professional development, and design and carry out an individual learning project this quarter. Now that you have had at least one sustained teaching experience, you have a base from which you can identify questions that you still have and areas for review that would make you feel more confident in your teaching. These ongoing self-reflections and questions provide the basis for new learning. Your Professional Development Project topic will be of your own choosing and will provide you with an opportunity to strengthen your skills through focused work. In other years, students topics have ranged from reviewing specific subject matter resources to researching effective classroom questioning strategies; from designing lessons that encourage critical thinking to a review of classroom management strategies; from improving computer research skills to studying how to create effective writing workshops.
In Week 7, you will each be responsible for the following
- Peer Teaching what you have learned through your project to some of your colleagues;
- submitting a copy of your Professional Development Plan for this quarter; including a description of what you did to meet those goals; list of resources you used; and
- the materials that you may have shared in your peer teaching.
WEB-PAGE DEVELOPMENT AND EDUCATIONAL TECHNOLOGY SKILLS.
For the first four or five Wednesday evenings, we will meet in the Computer Lab in the Library for workshops with Beth Stinson, with support from John McGee, on developing Web Pages. The goal of these workshops is to provide you the opportunity to acquire the skills you need to put together a simple Web page. You will need to demonstrate your skills by developing a basic Web Page for your own use. If you want to go beyond this simple demonstration, you may collaborate with colleagues on more complex or content area specific Web pages, in addition to your basic individual page. If there is interest, we can arrange a workshop on using Power Point. We also will set up an opportunity for you to review the use of basic educational technology e.g. overhead projectors, video cameras, digital cameras, VCRs, laptop computer projectors, and be checked-out on those basic competencies.
DAY OF PRESENCE/DAY OF ABSENCE.
You will need to plan to attend and participate in the Colleges Day of Presence and/or Day of Absence scheduled for Thursday, February 5 and/or Friday, February 6th. If you would like to volunteer to participate more formally in the days, call Holly Colbert at the First Peoples Advising Center, x6394.
FINAL CAMERA-READY COPY OF MASTERS PROJECT.
The faculty will do a quick review of your completed Masters Project, submitted in Week One, and return it by the end of Week 4. Since you were to submit a fully edited final draft, faculty will not read closely for correct use of grammatical conventions. If you have questions, use your peers and the Writing Center. You will have three weeks to do your cosmetic changes and print a minimum of two required publication-ready copies for submission Saturday of Week 7, February 21st, just before your Week 8 professional poster presentation on your project and the end of the quarter. Sue Sanders has been invited to discuss the details of publication with the class.
MASTERS RESEARCH PROJECT POSTER SESSION.
In the 8th week of this quarter, February 25 and 28th, our program will prepare and set up a "professional poster session", probably on the mezzanine of the Library. Individually, you will be responsible to prepare an informational poster on the major findings from your critical review of the literature on your topic. This poster will be of the sort that professionals present at local, state and national professional conferences. You will have time to speak briefly about your project in connection with your poster. We will invite MIT cycle Year One students and faculty to join us.
DRAFT OF Winter Quarter Program Syllabus
-- weeks one and two |
Sunday |
Monday |
Tuesday |
Wednesday |
Saturday |
|||
READ: By Saturday:
BRING: SATURDAY
HANDOUTS |
. |
|
Campus
Closed |
Campus |
CAB
108,110 Workshop reflecting on classroom management
12-1 pm 1-3:30pm 3:45
- 5:00pm |
Jan
13th |
Jan
14th |
Jan
17th |
|||||
READ: By Saturday:
BRING: WEDNESDAY
SATURDAY
HANDOUTS
|
Web |
Web
Crossing
|
5-6:30pm & Workshop:
7:30-9:00pm |
5-7:30pm 7:30-8:00pm Lib.
3500 |
8:30-10:00am 10-12:30pm 12:30-1:00pm 1-3:00pm 3:00
- 5:00pm |
Jan
20 th |
Jan
21th |
Jan
24th |
|||||
READ: By Tuesday:
By Saturday
BRING: TUESDAY
WEDNESDAY:
SATURDAY
|
Web |
Web
Crossing
|
5-6:30pm 6:30-7:00pm 7:30-9:00pm |
6:30-7:00pm 7-9:00pm |
9am-11pm 11-1
p.m. 1:00
- 2:00pm 2pm-5pm
(handout) workshop on cases in school law
|
Jan
27th |
Jan
28th |
Jan
31th |
|||||
READ: By Saturday:
BRING: Saturday:
|
Web |
Web
Crossing
|
5-6:30pm 6:30-7:00pm 7:30-9:00pm |
6:30-7:00pm 7-9:00pm |
9am-11am 11-12pm 12:00
- 1:00pm 1pm-3pm 3pm-5pm
|
Feb
3 rd |
Feb
4 th |
Feb7th |
|||||
READ: By Thursday before Day of Presence:
Review /READ: for Saturday - to cue your thinking about summative assessment alternatives for your EALR goal, review Chapters 5-12 BRING SATURDAY:
|
Web |
Web
Crossing
|
5:00-6:30pm 6:30-7:00
|
5-7:00pm 7:00-7:30pm 7:30-9:00pm |
![]() |
9-10:30am
|
Feb10th |
Feb
11 th |
Feb
14th |
|||||
READ: By Saturday:
BRING:
|
Web |
Web
Crossing
|
9am-
3pm tentative:
TechnologyProficiency
5-6:30pm 6:30-7:00pm 7:30-9:00pm |
6:30-7:00pm 7:15-8:00pm
8:00- 9:00pm |
9am-12pm 12:00
- 1:00pm 1pm-3pm 3pm-5pm
|
Feb17th |
Feb
18th |
|
Friday |
Saturday Feb 21st |
|||
DUE: Sunday
posting: Wednesday
posting: Thursday:
By
Friday: Saturday: |
Web |
Web
Crossing
|
NO
CLASS
Faculty in offices from noon til 7pm |
Computer lab still reserved but no formal class. Sonja in computer lab 5-9pm |
Facutly in offices from noon til 4pm
Faculty signing Master Project in Sue's Office4-5 p.m |
NO
CLASS |
Feb24th |
Feb
25th |
|
|
Saturday Feb 28th |
|||
BRING: TUESDAY:
WEDNESDAY
AND SATURDAY: |
|
|
5-6:30
pm
7-9:00
p.m. |
Master's ProjectPresentations and Poster Session |
|
Master's
ProjectPresentations and Poster Session |
|
Begin Spring Student Teaching Monday,
March 8 |