"Teaching Against the Grain: Resisting the Culture of Schooling"

Master in Teaching Program Year Two

(click here to open this page in a window by itself)

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 quarter’s 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 Henderson’s 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:

 

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
Seminar Bldg.
Faculty office hours by appt.

5-6:30 p.m.
CAB 108
Workshop

7-9 p.m.
Seminar Bldg.
Reflective Seminar

Jan - 3151
Betsy - 3153
Gery/Sonja - 3155

 

 

 

 

5-7:30 p.m.
Computer Lab
Web Page workshop

8-9:00pm
Library 3500
Professional
Development
research

CAB
108, 110
9am- 12pm
Workshop

(8:30-10:00 StudyCircles on Race weeks 2,5,7)

12-1 pm
Lunch

1-5pm
Workshop, presentation or discussion

 

* Gery Gerst will be teaching with us during the first few weeks of the quarter. He will be working with Sonja’s 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.

SEMINAR GROUPS

Betsy

Mika Katzer
Angela Scott
Joyce Arafeh
Jeff Corrick
Devin McGee
Melanie Eacrett
Stephen Rennie
Lupe Jackson
Cecily Schmidt
Shanti Kessler
Gretchen Williams
Dustin Haug

Jan

Kristin Eckert
Avi 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
Ervanna Little Eagle
Michael Lauritzen
Samantha Nodolny
Abigale Grace
Thad Williams
Corrie Rosasharn
Marie Gabriel
Megan Henningsen
Donna Portmann
Steve Valley
Gwendolyn Shea

MAJOR RESPONSIBILITIES FOR THE QUARTER

WEEKLY WEB-POSTING Each week, for weeks 2 through 7

  1. by Sunday evening at 9:00 p.m. you must post one conceptually based, fully developed lesson plan (EALR, related concept, goal(s), objective(s), materials needed, procedures, time, accommodations, and assessment strategy) selected and revised from your Fall Quarter student teaching. Each week’s plan should be especially detailed in the area that is the week’s focus e.g. accommodations, organization of group work, etc. Your lesson plan must be accompanied by a short rationale that describes your reasons for the pedagogical choices you made, with reference both to your prior experience with the lesson and your review of relevant theory or "best practice" e.g. Choate, Cary, Bizar, Stiggens, constructivist checklist.
  2. by Monday afternoon at 3 p.m. you are responsible for responding thoughtfully to at least two of your program colleagues who have put their plans and rationales on Web Crossing. You should respond to issues raised for you by the lesson plan and your colleague’s rationale for his/her approach. . It should especially address the week’s focus topic and refer to relevant texts from Year One; the lesson plan components required in the Student Teaching Handbook; the criteria for good teaching in the "Student Teaching Assessment Rubric", and your own experience.
  3. To assure that seminars are as thoughtful and productive as possible, bring a copy of your revised or expanded lesson plan and your written rationale to seminar to share with colleagues and hand in to your faculty.

 

PRESENTATION ALBUMS

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.

 

CULTURAL ENCAPSULATION STATEMENT.

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

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, VCR’s, 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 College’s 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 MASTER’S PROJECT.

The faculty will do a quick review of your completed Master’s 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.

MASTER’S 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
(check web site weekly for changes/updates)

Week 1
1/5-1/10

Sunday

Monday

Tuesday
Jan 6th

Wednesday
Jan 7th

Saturday
Jan 10th

READ:

By Saturday:

  • Henderson’s
    Reflective Teaching.
    Forward & Chs 1&2
  • Wolfgang.- Retake the "teacher discipline style" self-assessment & read Ch. 13.

BRING:

SATURDAY

  • Copy of completed Master’s project
  • Bring bulleted main points of your Philosophy of Education statement
  • Bring strengths and areas for professional development

HANDOUTS

 

 

 

 

 

 

 

 

 

 

 

 

.

 

 

Campus Closed
For Snow Day

 

Campus
Closed
For Snow Day

   

CAB 108,110
9am-12pm
Orientation to quarter

Workshop reflecting on classroom management

12-1 pm
Lunch

1-3:30pm
Workshop reflecting on lesson planning

3:45 - 5:00pm
Designing a
professional development project

Week 2
1/12-1/17
   
Jan 13th
Jan 14th
   
Jan 17th

 

READ:

By Saturday:
  • Sections of Choate, Carey, Igoa, Payne, Weaver, Cohen, Jensen and Web info. that relate to your assigned category

BRING:

WEDNESDAY

  • Professional Development Plan for this quarter's individual project

SATURDAY

  • Completed Presentation Album
  • Peer teaching material on your assigned topic

HANDOUTS

 

 

 

 

 

 

 

 

 

 

Web
Crossing
post lesson plan and rationale by 9:00p.m.

 

 

Web Crossing
Respond to two colleague postings by 3:00 p.m.

 

5-6:30pm
CAB 110
Loren and Maggie: Placement files, interviews, resumes

&

Workshop:
Reflecting on classroom accommodations


6:30-7:00pm
Break

7:30-9:00pm
Reflective
Seminar

5-7:30pm
Computer Lab
Creating Web Pages with Dreamweaver

7:30-8:00pm
Break

Lib. 3500
8 - 9:00pm
Professional
Development
Project:
discussion

   

8:30-10:00am
CAB 108,110
Study Circles on Race

10-12:30pm
Peer teaching
on accomodations

12:30-1:00pm
Lunch

1-3:00pm
Panel receiving questions on accomodations

3:00 - 5:00pm
Presentation Album Fair

 

Week 3

1/19-1/24

   
Jan 20 th
Jan 21th
   
Jan 24th

READ:

By Tuesday:
  • Stiggens. Ch.1-3

By Saturday

  • Stiggens ch.4
  • Alexander and Alexander. The Law of Schools (skim)

 

BRING:

TUESDAY

  • copy of your current resume
  • Three copies of a)your unit concept; b)the goals & objectives from two lessons in that unit.   c) a paragraph rationale

WEDNESDAY:

  • Digital or paper photograph of self to scan into Web portfolio

SATURDAY

  • Three copies of a)two lesson(s) goals; b) your related preassessments of a skill area and content knowledge area .

 

 

 

 

 

 

 

 

 

 

Web
Crossing
post lesson plan and rationale by 9:00p.m.

 

 

Web Crossing
Respond to two colleague postings by 3:00 p.m.

 

5-6:30pm
CAB 110
Loren & Maggie: Placement files, interviews, resumes

Workshop: Concepts, Goals & Objectives

6:30-7:00pm
Break

7:30-9:00pm
Reflective
Seminar


5-6:30pm
Library 3500
Understanding teachers’ unions --
Gery Gerst & Clea Peterson SWEA

6:30-7:00pm
Break

7-9:00pm
Computer
Center
Creating Web Pages with Dreamweaver

   

9am-11pm
CAB 108,110
WEA attorneys on teacher’s rights & responsibilities

11-1 p.m.
ALCU attorney on student rights

1:00 - 2:00pm
Lunch

2pm-5pm
Reflecting on concepts, goals and objectives
&
designing assessment plans:
preasssessment

 

(handout) workshop on cases in school law

 

 

Week 4

1/26-1/31

   
Jan 27th
Jan 28th
   
Jan 31th

READ:

By Saturday:
  • Lowenthal. Abuse and Neglect
  • Review Stiggens: to cue your thinking about assessment alternatives for your EALR goal, review Chapters 5-12

BRING:

Saturday:
Your EALR’s project folder with one page that describes:

  • the goal (EALR you chose) and
  • whether it involved knowledge, skill, reasoning and/or disposition;
  • your preassessment strategy; and
  • the formative assessment strategies you used,
  • with a reflective paragraph about whether/how you might have improved your formative assessments

 

 

 

 

 

 

 

 

 

Web
Crossing
post lesson plan and rationale by 9:00p.m.

 

 

Web Crossing
Respond to two colleague postings by 3:00 p.m.

 

5-6:30pm
CAB 110
Recognizing drug and alcohol problems
Jason Kilmer

6:30-7:00pm
Break

7:30-9:00pm
Reflective
Seminar


5-6:30pm
Library 3500
Web Page development

6:30-7:00pm
Break

7-9:00pm
Computer
Center
Professional development project

   

9am-11am
CAB 108,110
Designing assessment plans II: Reflecting on formative (formal & informal) assessments

11-12pm
Reflecting on
experience with grading

12:00 - 1:00pm
Lunch

1pm-3pm
Panel of school counselors: Identifying, reporting and supporting abused and neglected students
Eileen Haydu - Wash. Middle School teacher/counselor
Brenda Wood
Olympia HS
Teacher/counselor (retired)

3pm-5pm
Workshop
Issues in grading

 

Week 5

2/2-2/7

   
Feb 3 rd
Feb 4 th
   
Feb7th

READ:

By Thursday before Day of Presence:

  • Henderson’s Reflective Teaching. Chs.3 and 4

Review /READ: for Saturday - to cue your thinking about summative assessment alternatives for your EALR goal, review Chapters 5-12

BRING SATURDAY:

  1. Your EALR's project folder with a page that describes:
    a)your summative assessment
    b)how it addressed your goal (EALR) c)how might it be improved?.
  2. (a) Your revised resume and (b) bulleted philosophy of education
    (c) Loren's handout of questions that might be asked in an interview

 

 

 

 

 

 

 

 

 

Web
Crossing
post lesson plan and rationale by 9:00p.m.

 

 

Web Crossing
Respond to two colleague postings by 3:00 p.m.

 

5:00-6:30pm
Sue Sanders /Loren on master’s project printing guidelines

Poster session guidelines & models for week 8
presentations

6:30-7:00
Break


7:30-9pm
Seminar Bldg.
Reflective Seminar

5-7:00pm
Web Page development

7:00-7:30pm
Break

7:30-9:00pm
Computer Lab
Study Circles on Race:
Pairs working on anti-bias Web page

9-10:30am
Debrief Day of Presence and Day of Absence

10:30-12pm
Designing Assessment Plans III:
Reflecting on summative assessment


12-1
Lunch

1-2:30
Reflecting on Bloom's taxonomy and its relationship to your goals and assessment

2:30 - 5:00
Workshop
Preparing for mock interviews

 

Week 6

2/9 - 2/14

   
Feb10th
Feb 11 th
   
Feb 14th

homework weeks 6-8

READ:

By Saturday:
  • Henderson,Reflective Teaching, Chs. Revisit Ch. 2 and read Ch. 6
    AND read handout on Kohlberg's Stages of Moral Development

BRING:

  • TUESDAY --Polished up letter of introduction, "bulleted" Philosophy of Education and revised resume to give to principal for interview
  • WEDNESDAY --Any pictures or text that you want to add to your Web Portfolio or contribute to the anti-bias web page

  • SATURDAY: Bring your Presentation Album for more in-depth review by seminar faculty. If you have revised any "best" lessons or EALR assessments this quarter, put them in a section at the back for our attention. We will be looking particularly at your cultural encap. statement and 5 "best " constructivist lesson plans.

 

 

 

 

 

 

 

 

 

Web
Crossing
post lesson plan and rationale by 9:00p.m.

 

 

Web Crossing
Respond to two colleague postings by 3:00 p.m.

 

9am- 3pm
Lab I
1/2 hour mock interviews by appt. location TBA

tentative: TechnologyProficiency
by appt.

 

5-6:30pm
CAB 110
Reflecting on our ideas about moral development

6:30-7:00pm
Break

7:30-9:00pm
Reflective
Seminar


5-6:30pm
Library 3500
Finishing up individual Web Pages: individual help from Beth and John

6:30-7:00pm
Break

7:15-8:00pm
Maybe powerpoint presentations
or
keep working

 

8:00- 9:00pm
Computer
Center
Professional development project

   

9am-12pm
CAB 108,110
Workshop: Children and moral development

12:00 - 1:00pm
Lunch

1pm-3pm
Workshop: Reflecting on Teaching Strategies that Support Diverse Learners in One Classroom

3pm-5pm
Workshop: Reflecting on the moral dimension of classroom culture

 

Week 7

PROJECT COMPLETION WEEK

2/16 - 2/21

   
Feb17th
Feb 18th

 

Friday
Feb 20th

Saturday
Feb 21st

DUE:

Sunday posting:
Master’s Project Title and revised Abstract in WEB-X folder

Wednesday posting:
Professional Development Plan and write up in WEB-X folder.

Thursday:
e-mail the site address (url) of your Web Portfolio to your seminar faculty.

By Friday:
Pay Cashier and deliver minimum of 3 copy edited, final copies of Master’s Project on acid free paper to Sue’s office by 4:00 p.m.

Saturday:
E-mail draft of your self-evaluation for this quarter to seminar faculty.

 

 

 

 

 

 

 

 

 

Web
Crossing
post master's project title and abstract

 

 

Web Crossing
Respond to two colleague postings by 3:00 p.m.

 

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

Week 8

PROJECT COMPLETION WEEK

2/23- 2/28

   
Feb24th
Feb 25th

 

Saturday
Feb 28th

BRING:

TUESDAY:
Bring letter of intro, philosophy of education, resume to Job Fair.
Small mock up/layout of your poster

WEDNESDAY AND SATURDAY:
Master's Project Posters, handouts e.g. selected bibliography, highlights, and rehearsed ,5 minute oral presentation on highlights of your research findings of interest to teachers

 

 

 

 

 

 

 

 

 

 

 

5-6:30 pm
CAB 108
organize poster presentations for Wed. and Sat.

 

7-9:00 p.m.
Final Seminar, eval conference sign up and Field Schedule

Master's ProjectPresentations and Poster Session

 

 

Master's ProjectPresentations and Poster Session

Evaluation Week March 1-5

Begin Spring Student Teaching

Monday, March 8