Presentation of Current Research

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AILACTE Annual Conference, 2013

Orlando, FL

Panel Participants

Michael R. Hillis, Pacific Lutheran University: Moderator & Opening

Comments

Barbara E. Kennedy & Verna J. Lowe, Asbury University: “All children are sacred: An educator dispositional fit”

Mariana Robles-Dalany, California Lutheran University: “How can universities help teacher candidates develop an understanding that all children are sacred?”

Kathlyn Mickel & Amy Lavold, Pacific Lutheran University: “A responsive partnership model: Overriding tradition”

Frank M. Kline, Pacific Lutheran University: “The beloved community:

An administrator’s perspective”

The Immergence of this Theme

Hillis, M.R., & Woolworth, S. (2008). If Dr. King were a principal: Building the 'beloved community' in schools. Democracy & Education, 18(1), 9-15.

Theme issue on school violence

We attempted to imagine the way Dr. King would build a school culture using the premises of his “beloved community”

The premise here was that in schools that often have cultures of anonymity, which may subsequently give rise to student dislocation, we needed to take a more holistic approach to build healthy school communities.

Development of the Beloved Community

While there are many facets that could be explored within this topic, let me provide two ideas that are central to its establishment

Two Premises (Gary McNeil)

Love

“The dream of a kingdom on earth is driven by love to create a

world as it should be” (McNeil, p. 7)

Not settling for the status quo

King’s conception of love as agape is his premise that this form of love is “understanding, creative, redemptive goodwill for all men” (Kenneth B. Clark Interview, 1991)

Development of the Beloved Community

Power

“Alongside the dream of love, there are acts of power. In the

world as it is, Dr. King recognized that you had to create this kingdom, that unjust power had to be challenged by just

power” (McNeil, p. 7)

Love needs to be expressed in specific action

As King wrote: “We’ve got to get this thing right. What is needed is a realization that power without love is reckless and abusive, and love without power is sentimental and anemic.

Power at its best is love implementing the demands of justice, and justice at its best is power correcting everything that stands against love” (Where do We Go from Here?).

Martin Luther King, Jr., the Beloved

Community, and Personalist Theology

A second conceptualization I’ve recently written about is the personalist theology undergirding King’s (in press for

Summer, 2013 Religion & Education)

Implications of personalist theology for education

“Centrality of Personhood”

Personalism dictates to us a way of living – affirming each other’s dignity, worth, and sacredness

“Personalism & Freedom”

Crosby (2000): “If we are really going to respect persons, then we must step back from them, take our heavy hands off them, and let them be”

“Personalism as Relational”

A personalist orientation pushes us to actually live for others

ALL CHILDREN ARE SACRED: AN EDUCATOR

DISPOSITIONAL FIT

Presenters:

Dr. Barbara E. Kennedy

Dr. Verna J. Lowe

Using Dispositions to Build Beloved

Communities

Setting: Asbury University

Asbury Cultural Quick Facts

Asbury School of Education Mission:

…to facilitate the preparation of professional educators who embody worldclass academic excellence, spiritual integrity, and servant leadership.

Educator Preparation since 1925

NCATE (CAEP) and SACS accredited

Faith-Based; Non-denominational

Offers 42 certification areas

Views teaching as a “calling”

AACTE Dispositions Award 2005

Revised Assessment Process for graduate candidates 2006

Clinical Based Program Redesign Spring 2010

New Challenges

Differentiation of leadership roles in education

21 st

Century learner…

-revolution in technology, globalization,

-diversity, shift in methodology due to shift in learners

KY Senate Bill One: Unbridled Learning

National and State Core Standards

Teachers as Leaders-Graduate Students

Educators who use their expertise to improve student learning by building Beloved

Communities (Communities of Professional

Learners) in these ways:

Strengthen the culture of the school;

Improve the accountability in the school;

Collaborate inside and outside the classroom in formal and informal ways;

Augment the professional skills of colleagues; and

Plan strategically for school improvement.

1.

2.

3.

4.

5.

6.

Building Beloved Communities

Program

Cohort – based

AU Wide World

1.

Two Foci:

Teaching & Learning

2.

Dispositions

360-Degree Assessment

1.

2.

3.

Know thyself-self assessment

AU faculty assessments

P-12 community assessments

Problem of Practice Focus

Action Planning

1.

2.

3.

4.

5.

6.

7.

P-12 Community

Collaborators with teachers

& administrators

Reflective teacher & learner

Ethic of care for students

Distributed, shared leadership model as heart of 21 st century

Coaching as a skill

Directed to school wide improvement

Emphasis on Differentiation

& RtI

Moral and

Ethical

Integrity

Compassion

& Respect for

Others

Personal and

Emotional

Wellness and

Vitality

Standard XI

Asbury’s Dispositions and Indicators

Demonstrated by:

• Sensitivity by interpreting situations & becoming aware of how we affect others.

• Judgment through making decisions about which actions are right and wrong.

• Motivation through prioritizing moral values over personal preferences

• Character through strength of convictions, persistence and the will to overcome.

Demonstrated through:

• Caring behaviors, advocating, accessibility, & other-oriented decisions.

• Equitable treatment, acceptance of diversity, & openness to other perspectives.

• Interpersonal behavior (intelligence) that demonstrates “the capacity to understand the intentions, motivations, and desires of other people.”

Demonstrated through:

• Self-knowledge; discerning one’s beliefs, desires, fears, and capacities

• Emotional resilience, perseverance, appropriate expression of emotions, stress management, versatility, and adaptability to demands.

• Understanding of personal worth & commitment to a balanced, healthy lifestyle.

Standard XI

Asbury’s Dispositions and Indicators

Passion for

Teaching

Demonstrated through:

A contagious love of learning.

• A positive attitude and work ethic.

• Motivation and engagement of students in the learning process.

Spiritual

Sensitivity and Purpose

Demonstrated through:

• Living the examined life, discerning calling and developing a personal vision.

• Acting upon one’s spiritual vision and call

• Guiding the student’s search for meaning (exploring existential questions).

Program Elements

Intentional

Curriculum

Dispositions

P-12 Codesign & Codelivery

Beloved

Community

Result = An “Ethic of Care”

Mariana Robles-Dalany, Ph.D.

Graduate School of Education

California Lutheran University

How Do We Learn What is Sacred?

Mosaic of Images Found on the Web

(2013). Mars Hill College.

Retrieved with permission from Rel 450: Senior Seminar. http://users.mhc.edu/facultystaff/mbaldwin/REL450

The Role of Teaching

Students do not necessarily enter teacher preparation programs with an innate awareness of children as sacred beings or the classroom as a community where each member’s mind, body and soul are nourished through learning and being.

The Role of Teaching

This asks more of teacher preparation programs than working with students toward creating a solid foundation in theory, pedagogy and practice…more than equipping candidates with the skills to meet state standards and pass performance assessments…

Modeling Beloved Communities in the

Liberal Arts Setting

where members are sacred, free and interdependent on one another.

…where partnerships are established between teacher preparation faculty and content area faculty.

Including Beloved Communities in a

Conceptual Framework for Teacher Education

Starting with the

Student

Synthesizing

Learning, Vocation and Service

Developing Self

Efficacy

Expanding Social

Consciousness

Understanding

Multiple

Perspectives

Including Beloved Communities in a Conceptual

Framework for Teacher Preparation

Synthesizing

Learning,

Vocation and

Service

Student

Teaching

Assignments

The Student

Guided

exploration in self-discovery

Developing

Self-Efficacy

Foundations

in Theory,

Pedagogy and

Practice

Fieldwork

Expanding

Social

Consciousness

Creating a

caring and free classroom community

Working for

social justice

Understanding

Multiple

Perspectives

Intercultural

Proficiency

Children as

Sacred

“Keep me away from the wisdom which does not cry, the philosophy which does not laugh, and the greatness which does not bow before children.” Kahlil Gibran

Kahlil Grbran quotation. Retrieved from Quotationsbooks. http/quotationsbook.com/quote/41592/CachedSimilarShare

K/1 Students at El Centro Summer School in the Park, Pasadena, Ca.

Kathlyn Mickel

Director of Field Experiences

Amy Lavold

Visiting Clinical Instructor

Pacific Lutheran University

This We Know:

The cooperating teacher is the most critical individual in the candidate’s experience

 School – University partnerships are the most reliable way to find and secure the best cooperating teachers

Partnerships must endure the test of time and changes

This We Believe:

 The University has the responsibility to serve the school community

The University can benefit through partnerships that prioritize school/district goals

This We Believe:

Every school is cherished community of learners with:

Valued and beloved children

Innovative leaders

Talented professionals

Unique Identities with specific goals and priorities

Therefore, We Created:

 Symbiotic Partnerships

 The school needs, hopes, and dreams begin the conversation

First We:

 Identify projects that need support

Mentor project

Montessori Academy

Implementation of Danielson

Then We:

 Discern where the University can help

Professional development

Facilities, shared assets

Collaboration of tools, trainings

What We’ve Learned:

The relationship between school/district and the

University is stronger and long lasting

Honest conversations about candidates and cooperating teachers are frequent

Problems are resolved quickly with less “drama”

School personnel feel valued by the University as a vital part of the training team

Mutual projects add momentum to the school and

University

Placements with Cooperating teachers are usually secured, but not always

A working example:

Lincoln Center: A Partnership Instruction Model

Meeting the Needs of Diverse Students

City Search

 Observation with debrief

 Student interviews

Carefully selected readings

 Co-teaching

Addressing the Risk

 Structured differentiation

Intentional support

 Co-teaching

Structured differentiation

Intentional support

Value Added for All

More hands and eyes in the classroom

Small group instruction

Teacher leadership

Sustainability

School/community specific training

Stage

Introductory Stage

Systems and Strategies

Focus

Assessment Focus

Planning Stage

Transition focus

Description

Intentional Training

Cooperating teacher is primary instructor, intern is observing,

Intern is learning classrooms/school systems and strategies.

Mentor teacher guides the intern in assessment work

Mentor teacher guides and instructs in full day lessons, intern plans 50% of the school day. “Immersion teaching” & “pendulum teaching” .

Intern begins and ends class while mentor teacher is not present.

Mentor teacher works with small groups during large group instruction.

Classroom management focus

Full responsibility stage

Phase out stage

Intern teacher is doing 100% of planning and mentor teacher is the

“assistant” in the class.

Intern has full responsibility for all planning and teaching, Mentor teacher can assume leadership roles outside the class or focus on intervention instruction for small groups.

Intern returns responsibility to cooperating teacher keeping just one or two classes. Intern learns about large scale assessment and data, and engages in whole school/community support

Frank Kline, Dean

Pacific Lutheran University

Context

What would the three attributes of a Beloved

Community look like from an administrative perspective?

What can an administrator do to encourage a Beloved

Community in his/her unit?

Sacred Nature of the Individual

Philosophically rooted in a concrete idealism expressed through personalism

“There is no theme more prominent in King’s thought than the inherent dignity and worth of personality.” (p.

111)

Bowne, Brightman

Rooted in religious perspective of “imago dei”

Administration of the Sacred Individual

Administrator has two tasks

Arrange for the “task” to be completed

Care for the individual(s) working on the task.

Concept of vocation

Buechner’s definition—”Where your deep gladness and the world’s deep hunger meet.”

Operates on two levels

Administrator

Staff/faculty

Evaluation of individuals

Environment of Freedom

Corollary of personalism

Three elements

Ability to weigh opportunities

Possibility of making a choice

Acceptance of responsibility

Two aspects

Personal

Environmental

Administering Freedom

Providing choices for the individual

Negotiation of tasks

Collaborative approach to work

Supportive atmosphere

Freedom of environment—Resources necessary to do a task

Skills

Tools

Interconnectedness of Individuals

Personalism and imago dei

An inseparable connection between the personal and social aspects of life. (p. 121)

Grounded in the nature of the divine personality

Reflected in the social nature of humans

Hegel—dialectic tool (not the worldview)

Thesis

Antithesis

Synthesis

Administrating Interconnectedness

Teleology

Movement from ___ to ____

Mission as a statement of the coherent end

Egalitarian atmosphere

Dignity of all persons

Distinction between levels of responsibility

Managing conflict

Hegelian synthesis

Taking it serious

Questions?

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