AILACTE Annual Conference, 2013
Orlando, FL

 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”

 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
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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.

 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
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“The dream of a kingdom on earth is driven by love to create a
world as it should be” (McNeil, p. 7)
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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)

 Power
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“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)
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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?).

 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”
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Personalism dictates to us a way of living – affirming each other’s dignity, worth, and sacredness
“Personalism & Freedom”
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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”
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A personalist orientation pushes us to actually live for others

Presenters:
Dr. Barbara E. Kennedy
Dr. Verna J. Lowe

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 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

 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

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“
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.
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
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.

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).

Intentional
Curriculum
Dispositions
P-12 Codesign & Codelivery
Beloved
Community

Mariana Robles-Dalany, Ph.D.
Graduate School of Education
California Lutheran University

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

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.

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…

…

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

 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

 The University has the responsibility to serve the school community
 The University can benefit through partnerships that prioritize school/district goals

 Every school is cherished community of learners with:
 Valued and beloved children
 Innovative leaders
 Talented professionals
 Unique Identities with specific goals and priorities

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

 Identify projects that need support
 Mentor project
 Montessori Academy
 Implementation of Danielson

 Discern where the University can help
 Professional development
 Facilities, shared assets
 Collaboration of tools, trainings

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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

Lincoln Center: A Partnership Instruction Model

 City Search
 Observation with debrief
 Student interviews
 Carefully selected readings

 Co-teaching
 Structured differentiation
 Intentional support
 Co-teaching
 Structured differentiation
 Intentional support

 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
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
Intern teacher is doing 100% of planning and mentor teacher is the
“assistant” in the class.
Full responsibility stage 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.
Phase out stage 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

 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?

 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”

 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
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Administrator
Staff/faculty
 Evaluation of individuals

 Corollary of personalism
 Three elements
 Ability to weigh opportunities
 Possibility of making a choice
 Acceptance of responsibility
 Two aspects
 Personal
 Environmental

 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

 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

 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