Hello again 2011 Pathways participants.
As promised, I will continue adding details to this blog as we are preparing for your arrival in July, which we are looking forward to with great anticipation.
I've added a few more events to our calendar, and I'm including website information below for you to explore before your arrival:
Northwest Autism Center Domino Project
http://nwautism.org/domino
Cheney Normal School Heritage Center in the One Room Schoolhouse at EWU
http://www.flickr.com/photos/ewuphoto/2696347227/
http://www.spokesmanreview.com/pf.asp?date=060804&ID=s1526758
Summer Parkways
http://summerparkways.com/
Julyamsh--Couer d' Alene Tribal Powwow
http://www.julyamsh.com/
I also thought it might be useful for you to see course syllabi for the academic courses that you will be participating in. Below are course syllabi for the Teaching in America course and the Educational Leadership course:
Eastern Washington University
Pathways: Leaders in Education Summer Institute
Summer 2011
Teaching in America
Instructor: Sean W. Agriss
Office hours: By appointment
Contact: 509-592-3404, seanagriss@ewu.edu
Department of Education Mission
Our mission is to prepare student-centered teachers and leaders who are caring, effective, informed, reflective graduates who successfully engage all learners in diverse schools, communities, and global contexts.
Course Description
Using a variety of texts, participants in this course will discuss and analyze the political, economic, social, religious, and philosophical forces that have shaped American education. In the process, course time will be spent reflecting on characteristics of great teachers, considering important current issues in education, examining the history of public and private U.S. schools, reviewing the general structure of our education system, understanding the importance of a professional code of ethics and the legal responsibilities of teachers, and examining the various curricular, instructional, assessment, and management responsibilities that teachers engage in daily. In keeping with the multiple pathways theme of this Institute, the instructor will help students to examine exceptionality related to language, poverty, gifted children, students with disabilities, at-risk youth, gender, and sexuality, as well as fine tuning critical intellectual skills such as analysis, evaluation, application, and effective communication.
Our class experiences are based on the following beliefs about learning:
*Learning is an active process
*Learning is a social process of collaborating with others
*Learning occurs when we make connections to our own experiences
*Choice allows learners to connect to their own experiences and feel ownership in their learning process
*Learning is reflective as well as active
*Learning is a life-long process
*Learning is optimal when learners take responsibility for their own learning process
Texts
Morrison, G. S. (2009). Teaching in America (5th ed.). Upper Saddle River, NJ: Pearson.
Additional handouts throughout the course.
My hopes and expectations for your engagement in the class
This course will challenge you intellectually to develop a deeper analysis of the field you are about to enter. To meet the challenge, you need to read and be open to new insights as you participate in all aspects of the course. I hope that you will experience the course as an opportunity to grow and learn more about schools and education than you did before.
Class Expectations
Attendance, by itself, is insufficient. For each class session students must competently engage in its events. In general, this involves exhibiting a professional demeanor and being prepared to consider, discuss, and apply assigned readings.
Daily Schedule
Day 1—Intros, expectations, syllabus, projects
Day 2—Discussion as a teaching methodology
Reading—Brooks and Preskill’s Discussion in a Democratic Society
Day 3—History of U.S. education
Reading—Morrison pg. 302-352 and Linda Symcox’s From ‘A Nation at Risk’ to No Child Left Behind: 25 Years of Neoliberal Reform in Education
Day 4—Critical Pedagogy
Reading—Peter McLaren’s Critical Pedagogy: A Look at the Major Concepts
Day 5—Disabilities, IEPs
Reading—Morrison pg. 142-181
Day 6—Media Analysis Project work day
Reading—Education news artifacts
Day 7—Media Analysis Project presentations and Wrap up
Pathways:
Teacher Leaders
in Education
Summer Institute 2011
Exploring Multiple Pathways Taken by Teacher Leaders to: Promote Successful Teaching and Learning Through Best Instructional Practices, Professional Development, Fostering a Collaborative School Culture, Celebrating Diversity, and Embracing the Change Process
Dr. Harvey B. Alvy
Eastern Washington University
Cheney, WA
“Leadership and learning are indispensable to each other.”
John F. Kennedy
Agenda: Instructional Practices, Teacher Leadership, Collaboration, Culture, and the Change Process
Welcome: Opening Activity, Agenda, Assumptions and Essential Questions |
Strengthening One’s Knowledge Base on Teaching, Learning, Curriculum, and Assessment Ø Important trends/shifts in education, and skills needed for the 21st century Ø Reviewing Marzano’s research on “Factors Affecting Student Achievement” from What Works in Schools Ø Best school-wide practices: school, teacher, and student-level factors Ø Marzano’s critical “Instructional Design Questions” from The Art and Science of Teaching Ø Reviewing Stronge’s research on qualities of effective teachers Ø The importance of feedback: Insights of John Hattie and Susan Brookhart Ø The Student Learning Nexus: A tool to assist teachers Ø A Cooperative Learning Jigsaw Activity: Working together on selected chapters from What Works in Schools to reach greater understanding of key ideas (e.g., Chapters: 3, 4, 5, 6, 7, 9, 10, 15) |
Examining the Possibilities for Teacher Leadership Ø Supporting a school culture of collaboration and teacher growth Ø What are the characteristics of effective school cultures in Professional Learning Communities? Ø Various teacher leadership roles, social justice, and supporting diversity and multiculturalism through culturally responsive teaching and teacher leadership |
Understanding Change and Innovation Ø Important insights from the work of Michael Fullan and Robert Evans Ø Addressing change issues related to confrontation and resistance |
The Power of Storytelling as a School Culture Shaping Tool Ø The research on storytelling to shape a culture and address diversity Ø The power of stories: Implementation based on personal experiences |
A Final Reflection: What are the implications of your work for teaching success in European Schools?
|
Assumptions and Essential Questions to Guide Our Professional Learning
Assumptions:
Ø Teachers and other school leaders believe that education saves lives. Thus, education is an enterprise for social justice.
Ø Social interaction and culturally responsive behaviors are critical for professional learning.
Ø Collaboration can afford new and diverse perspectives.
Ø Theory and practice go hand-in-hand, with contextually meaningful results.
Ø Continuous learning is essential for teacher leaders.
Ø Schools are holistic, non-linear eco-systems.
Ø Because change, innovation and school improvement are so challenging, simplistic, prescriptive answers are suspect.
Ø Reflection deepens learning experiences.
Essential Questions:
Ø What important trends and shifts are occurring in education?
Ø What skills will be critical worldwide for student success?
Ø What teacher behaviors—especially related to instructional strategies, classroom management, curriculum, and assessment/feedback—indicate that effective teaching is occurring?
Ø When observing classrooms, how can one tell if each student is successfully learning?
Ø How can we effectively motivate students?
Ø What are the characteristics of a healthy and culturally sensitive school culture that supports teacher collaboration and student success?
Ø How do successful teacher leaders behave and conduct their daily “business”?
Ø What actions must take place for successful change and innovation to occur?
Ø How should we address individuals and groups who resist meaningful change and innovation?
Ø How can the achievement gap between successful and unsuccessful students be narrowed?
Ø What are the essential characteristics of U. S. and European schools? (What are the similarities? What are the differences? What can we learn from the various countries in Europe?)
Ø What else?
“As long as people talk and listen to one another, everything remains possible.”
Elie Wiesel
Key ideas stressed by Marzano in What Works in Schools include:
§ “… high expectations for students, particularly those from low SES backgrounds, are a cornerstone of the school effectiveness research.” (p. 36)
§ “The most powerful single modification that enhances achievement is feedback.” (quoted from Hattie in Marzano, p. 37)
§ “…those features of staff development with the strongest relationship to reported change in teacher behavior are (1) focus on content knowledge, (2) opportunities for active learning, (3) overall coherence of the staff development activities.” (p. 66)
§ “…the most important factor affecting student learning is the teacher….Effective teachers appear to be effective with students of all achievement levels regardless of heterogeneity in their classes.” (quoted from researchers Wright, Horn and Sanders, in Marzano, p. 72)
§ Concerning motivation: “When success in the classroom is defined in terms of competitive status with other, only a few students can be successful. However, when individual growth is the criterion for success, then all students can experience success regardless of their comparative status.” (p. 149)
§ “…knowing our unique dispositions can give us power over our own motivation.” (p. 151)
Cooperative Learning Activity to Summarize Key Chapter Content, Action Step Recommendations, and Important Insights from What Works in Schools
Selected chapters of Marzano’s book are devoted to explaining key points related to factors affecting student achievement. We will analyze the selected chapters together by following the cooperative learning steps described below:
1. Groups of students will be asked to first read assigned sections from a chapter on the (a) knowledge base (research conclusions, theories, “best practice”) of specific factors related to student achievement and (b) the action steps recommended by Marzano. Highlight or underline key points in your book.
2. After reading the content in your assigned sections individually, discuss the sections with your group members. First, define the topic. Then, select 2-3 key points that you will later share with the whole class. Also, select a powerful quote that best represents your key points.
3. After deciding upon your insights, consider and discuss: How can you best use these ideas—research, theories, practices, guidelines and interventions—when you return to schools in your country to accomplish two goals: meet the needs of students and meet the needs of your colleagues when you serve as teacher leaders? Thus, what are the implications for teaching in your European nation?
4. Discuss insights, new perspectives, concerns and “ah-has” that you gained from the chapter section and the group discussions.
5. Write down the highlights of steps 2-4 on poster paper to present and share your key points, insights and implications.
Please keep checking for additional posts over the next few weeks. As always, please don't hesitate to contact me with any questions or concerns you might have.
We're looking forward to your arrival. See you soon.
Sean Agriss
2011 EWU Pathways Project Coordinator
sagriss@ewu.edu
