AILACTE Annual Conference, 2013
Michael R. Hillis, Pacific Lutheran University: Moderator & Opening
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
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)
“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)
“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?).
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
Dr. Barbara E. Kennedy
Dr. Verna J. Lowe
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
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
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.
Cohort – based
AU Wide World
Teaching & Learning
Know thyself-self assessment
AU faculty assessments
P-12 community assessments
Problem of Practice Focus
Collaborators with teachers
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
& Respect for
Asbury’s Dispositions and Indicators
• 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.
• 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.”
• 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
• A contagious love of learning.
• A positive attitude and work ethic.
• Motivation and engagement of students in the learning process.
Sensitivity and Purpose
• 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).
P-12 Codesign & Codelivery
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
Learning, Vocation and Service
Including Beloved Communities in a Conceptual
Framework for Teacher Preparation
• Guided exploration in self-discovery
• Foundations in Theory,
• Creating a caring and free classroom community
• Working for social justice
• Children as
“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.
Director of Field Experiences
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
Unique Identities with specific goals and priorities
The school needs, hopes, and dreams begin the conversation
Identify projects that need support
Implementation of Danielson
Discern where the University can help
Facilities, shared assets
Collaboration of tools, trainings
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
Placements with Cooperating teachers are usually secured, but not always
Lincoln Center: A Partnership Instruction Model
Observation with debrief
Carefully selected readings
More hands and eyes in the classroom
Small group instruction
School/community specific training
Systems and Strategies
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.
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
Evaluation of individuals
Corollary of personalism
Ability to weigh opportunities
Possibility of making a choice
Acceptance of responsibility
Providing choices for the individual
Negotiation of tasks
Collaborative approach to work
Freedom of environment—Resources necessary to do a task
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)
Movement from ___ to ____
Mission as a statement of the coherent end
Dignity of all persons
Distinction between levels of responsibility
Taking it serious