(EDG 638) Facilitating School Environments
Syllabus of Record
Catalog Description: Study of research-based methodologies related to the establishment
of positive school environments that promote academic achievement for all students within
a community of learners. Focus on teachers as change agents, leaders and collaborators.
Unit Mission, Philosophy, Values:
Our Mission:
“Teaching, Leading and Learning in a Democratic Society”
The College of Education prepares candidates who enhance the individual growth of their
students while working to establish policies and practices that promote the principles of
democratic education. The College articulates this mission as Teaching, Leading, and
Learning in a Democratic Society.
Philosophy:
Student Potential, Ethical Implications
Believing that schools function as social and political entities as well as for the growth of
individuals, the College of Education prepares teachers and leaders
a) to enhance the academic and personal potential of their students
b) to evaluate the social and ethical implications of educational policies and practices.
Values:
“Expertise, Equity, Liberal Education, Social Responsibility”
The College of Education values expertise to guide our practice, equity to guide our
interactions, liberal education to guide our perspectives, and social responsibility to guide
our commitment to democratic education. We value these ideals in our preparation of
candidates, our development of faculty, and our relationships with the larger community we
serve.
Unit and Program Standards:
National Board for Professional Teaching Standards (NBPTS)
NBPTS Proposition #5 – Teachers are Members of Learning Communities
 Contribute to school effectiveness by collaborating with other professionals
 Work collaboratively with parents
 Take advantage of community resources
Common Course Assessment: Final Project
Major Topics:
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Building Climate and Community
Using Data for Continuous Progress
Problem Solving and Decision Making
Resolving Conflict
Leadership
Effective Communication
Building High Impact Teams
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Managing Complex Change
Analyzing and Measuring the Impact of Change
Eliminating Obstacles of Success
Knowledge Base:
Buckingham, M.& Clifton, D. (2001). Now, discover your strengths. New York: The Free
Press.
Covey, S. (2004). The 8th habit: From effectiveness to greatness. New York: The Free
Press.
Danielson, C. (1996). Enhancing professional practice: A framework for teaching.
Alexandria, VA: Association for Supervision and Curriculum Development.
Gabriel, J. G. (2005) How to Thrive as a Teacher Leader. Alexandria, VA: Association of
Supervision and Curriculum Development (ASCD)
Gibbs, J. (2001). Tribes: A new way of learning and being together. Windsor, CA: Center
Source Systems.
Jackson, A. & Davis, G. (2000). Turning points 2000: Enhancing adolescents in the 21st
century. New York: Teachers College Press.
Jensen, R. & Kiley, T. (2005). Teaching, leading, and learning. Boston: Houghton Mifflin
Company.
Kinlaw, D. (1996). Coaching for commitment. San Francisco: Jossey-Bass Pfeiffer.
Kohn, A. (1996). From compliance to community. Alexandria, VA: Association for
Supervision and Curriculum Development.
Kouzes, J. & Posner, B. (2002). The leadership challenge. San Francisco: Jossey-Bass.
Little, J.W., Gearhart, M., Curry, M., Kafka, J. (2003). Looking at student work for teacher
learning, teacher community, and school reform. Phi Delta Kappan, 185-192.
Martinez, M. (2004). Teachers working together for school success. Thousand Oaks, CA:
Corwin Press.
Maxwell, J. (2002). Teamwork makes the dream work: Together we can do the impossible.
Nashville, TN: J. Countrymen Publications.
Murphy, C. & Lick, D. (2004). Whole faculty study groups: Creating professional learning
communities that target student learning. Thousand Oaks, CA: Corwin Press.
Ritchhart, R. (2002). Intellectual character: What is it, why it matters, and how to get it.
San Francisco: Jossey-Bass.
Senge, P. (2000). Schools that learn: A fifth discipline field book for educators, parents, and
everyone who cares about education. New York: Doubleday.