Colorado State University - jessielworger

Teacher Education Accreditation Council

Course Syllabus for

EDUC 275

Schooling in the United States

Fall, 2013

Section 004 1:00-2:15

Gifford, Room 149

The mission and goal of the Colorado State University Teacher Licensure Program is to teach and model best educational practices to prepare emerging teachers as learners, collaborators, and leaders.

The mission and goal are captured in the following theme :

“Teachers as learners, collaborators, and leaders facilitating student success”

Instructor : Patricia Woodward

School of Teacher Education and Principal Preparation

Office: 229 Education Building

E-mail: pat.woodward@colostate.edu

Phone: 970.491.1509 (

Please e-mail me instead; I do not check my phone messages often.)

Fax: 970.491.2632

Office Hours: Tuesdays & Thursdays –12:00-1:00 p.m.--and by appointment.

Credits: 3 (3-0-0)

Prerequisites: Completion of 30 credit hours.

Course Umbrella Questions:

1.

What was, is, and should be the purpose of schooling in the United States?

2.

What is your role as a future teacher in fulfilling that purpose?

3.

How does schooling continue existing orders? ( cultural, political, social, economic, environmental)

4.

How can schooling transform existing orders? ( cultural, political, social, economic, environmental)

Course Catalog Description:

Social, political, historical, and economic forces that shape the U.S. system of public schooling (p. 12).

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Required Course Texts:



Huerta, G. (2009). Educational Foundations: Diverse Histories, Diverse Perspectives.

Boston: Houghton Mifflin Company. Note: Online copy may be available for approximately $50 @ http://instructors.coursesmart.com/9780618562558 and used copies as low as $23 on e-campus.



Selected readings posted on RamCT.

Additional Materials and Resources:

Course readings, PowerPoint presentations, lecture notes, handouts, RamCT, & websites:

Performance-Based Standards for Colorado Teachers



Spring, J. (2013). Deculturalization and the Struggle for Equality: A Brief History of the

Education of Dominated Cultures in the United States, 7 th

edition (paperback). McGraw-

Hill Humanities/Social Sciences/Languages; ISBN-978-0-07-802436-8 http://www.cde.state.co.us/cdeprof/resources.htm

C DE—Educator Licensing

Click on Performance-Based Standards for Educators http://www.cde.state.co.us/index_license.htm

CDE: Legislative summary http://www.cde.state.co.us/cdedepcom/

Public Agenda Alerts http://www.publicagenda.org

(Click on “Education” in the left column.)

CCHE-Colorado Teacher Education Performance Measures/Policy http://www.state.co.us/cche/policies/index.html

Colorado Higher Education 2000, Report 1 http://www.state.co.us/cche/hb1289/hied2000.html

NCATE—National Council for the Accreditation of Teacher Education http://www.ncate.org

TEAC http://www.teac.org/

Colorado State University, College of Applied Human Sciences, School of Teacher

Education and Principal Preparation http://stepp.cahs.colostate.edu/

Colorado State University Career Center http://career.colostate.edu

Course Description

This is the first time many of you may be exposed to multicultural theories and literature related to racism, sexism, heterosexism, classism, ableism, bilingualism, and overall diversity. A critical multicultural education course requires students to examine systemic institutional, personal, societal, and civilizational conscious and unconscious ideologies impacting schooling in the

United States. Furthermore, we will spend much time analyzing issues of race and racism,

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because this topic provides the theoretical basis of multicultural education. We will explore this course utilizing an inquiry-based methodology to consistently analyze four primary questions:

What is the purpose of schooling in the United States? What is your role as a teacher in fulfilling that purpose? How does schooling continue the existing order? How can schooling transform the existing order? These core philosophical, sociological, and practical questions will guide exploration in this course. The topics examined in this course include the following: (a) history, philosophy, and cultural foundations of schooling in the U.S.; (b) public purposes of schooling, including development of civic and democratic virtues and of preparation for the nation’s workforce; (c) multicultural, diversity, and peace education (d) current issues critical to today’s schools, federal and state education policy, the standards and assessment movement, school and teacher accountability, home and school relationships; and (d) current

“hot” topics related to becoming a teacher in the state of Colorado, the United States, and a global world.

Course Objectives

5.

Upon completion of this course, students will be able to:

1.

understand and explain social, political, historical, cultural, and economic influences on curricula and teaching in public schools, educational governance, and accountability;

2.

analyze future trends and needs related to schools including career paths in education;

3.

demonstrate technological competence : word-processing; email for communication; PowerPoint development and presentation use; RamCT as an on-line learning interface; and the use of the world wide web to explore resources and seek information related to schooling;

4.

demonstrate increased scholarly writing competence by providing personal, reflective, and research-based answers to the four course umbrella questions. exhibit increased multicultural awareness and cross-cultural competence as applied to school settings. a) Explain what culturally responsive teaching and culturally inclusive curricula mean. b) Explain the concepts of marginalization, oppression, and privilege. Articulate how and why schools provide advantages to some and disadvantages to others. c) Act as a reflective practitioner who habitually reflects on how one’s own cultural background may influence how she/he teaches and what knowledge she/he values.

Related long term objectives (not necessarily in this course): d) Model approaches in teaching that demonstrate equality and equity. e) Model teaching in a culturally responsive way and choose/develop culturally inclusive curricula. f) Act as a social change agent to promote the creation of culturally inclusive classrooms and school climates.

Knowledge Base

The course content focuses on: democratic principles as they relate to schooling (J. Dewey, J. Goodlad,

R. Soder, G. Fenstermacher); issues of equity, access, and moral obligations of teachers (J.Goodlad & P.

Keating, J. Kozol, N. Noddings, D. Ravitch, C. Sleeter, J. Banks, L. Darling-Hammond); trends and needs related to schooling and preparation for the future (Inclusion: Turnbull, Turnbull, Shank, & Leal,

Matropieri and Scruggs; Standards and assessment: Marzano & Kendall, National Commission on

Teaching & America's Future, Colorado Department of Education); and those studying school-to-career and life-long learning issues (Carneval, Boyer, Daggett, Hirsch, Hull).

Instructional Methodology

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This course is designed to be a guided construction of new knowledge rather than a teachercentered lecture course. Emphasis is on dialogical pedagogy, requiring interactive and participatory learning experiences with much student-led discussion and peer sharing of assignments, research, and critical thinking.

Course Rationale

The existence of this course is firmly established through a number of local, state, and national standards and beliefs for teacher education. Candidates should note the careful alignment of STEPP beliefs for teacher education with the Colorado State Department of Education Performance-based Teacher

Education Standards, the Colorado Commission on Higher Education Performance Indicators, the

INTASC (Interstate New Teacher Assessment and Support Consortium) standards, and the TEAC

(Teacher Education Accreditation Council) standards. This course addresses, in detail, a portion of the

State’s eight Performance-based Teacher Education standards and the specific 45 standard elements contained within, while also encompassing other state and national standards and beliefs. Beyond standards, this course provides a broad-based experience in the foundations of education in/for a democratic, pluralistic U.S. society and global world. The course aims to foster social change agents committed to social justice; understood here as fair and just institutional/structural arrangements and personal/social/professional relationships that provide access, opportunity, and inclusion of historically marginalized or otherwise oppressed individuals and/or groups of people.

Core Objectives/Performance-based Teacher Education Standards Addressed in this Course:

Standard 8: Democracy, Educational Governance, and Careers in Teaching:

The teacher recognizes the school’s role in teaching and perpetuating our democratic system.

The teacher knows the relationships among the various governmental entities that create laws, rules, regulations and policies that determine educational practices.

The teacher has demonstrated the ability to:

8.1

—Model and articulate the democratic ideal to students, including:

 The school’s role in developing productive citizens.

 The school’s role in teaching and perpetuating the principles of a democratic society.

8.2

—Develop, on the part of the students, positive behavior and respect for the rights of others, and those moral standards necessary for personal, family, and community wellbeing.

8.3

—Understand and respond to influences on educational practice including:



Federal and state constitutional provisions.



Federal executive, legislative, and legal influences.



State roles of the governor, legislature, and State Board of Education.



Local school districts, boards of education, and boards of cooperative educational services.



Non-traditional and non-public schools, including: charter schools, religious schools, and home schooling.



Public sector input from business, advocacy groups, and the public.

8.4— Promote teaching as a worthy career and describe the various career paths in education, including local, state, national; and international options, higher education, and public and private education.

8.5

—Evaluate his/her own performance and access the professional development options necessary to improve that performance.

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Additional Objectives/Performance-based Teacher Education Standards Addressed in this Course:

1.4

—Support reading through oral and written language development including



Development of oral English proficiency in students.



Development of sound writing practices in students including language usage, punctuation, capitalization, sentence structure, and spelling.



The relationships among reading, writing, and oral language.



The structure of standard English.

2.1

—Develop in students an understanding and use of:



Number systems and number sense



Statistics and probability

3.1

—Ensure that instruction is consistent with school district priorities and goals, the

Colorado Model Content Standards, and the 1999 Colorado Accreditation Program.

7.3

—Utilize technology to manage and communicate information.

Field Experiences/Experiential Learning:

Students will spend a half day (4 hours) observing in a public, private, or charter school classroom.

Standard 8.3 Understand and respond to influences on educational practice including:

Non-traditional and non-public schools, including charter schools, religious schools…….

Evaluation Criteria for all Assignments:



All assignments will be evaluated on the degree of excellence and the quality of the essential attributes.



Specificity, accuracy, organization, clarity, and mechanics are evaluation components.



Timely behavior and meeting deadlines are benchmarks of professionalism.

Rubrics/evaluation criteria may be provided for individual assignments.



Students should keep/save/store every evaluated assignment. You will be using these in the future for your electronic portfolio.



+ and – will be assigned to grades when applicable.

All courses within the School of Education and the STEPP program adhere to the Academic

Integrity/Plagiarism Policy & Honor Pledge as found in Section I.5.1 of the Manual Academic

Faculty and Administrative Professional at http://facultycouncil.colostate.edu/files/manual/sectioni.htm#I.5.1

. This policy will be enforced as stated.

Credible Scholarship requires academic integrity, a direct result of responsible research and writing habits. As with all ethically driven behavior, such habits—and their foundational underpinnings—are not innate. They are learned and—through practice—honed to a point where they become second nature, a character trait both much valued and much sought after in the professional world. Preparing for success in your chosen profession begins with developing and practicing these habits. One follows the other: Academic integrity lays the groundwork for professional integrity.

( http://learning.colostate.edu/integrity/index.cfm

).

HONOR PLEDGE: I have not given, received, or used any unauthorized assistance.

HONOR PLEDGE: I will not give, receive, or use any unauthorized assistance.

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Assessment

Students will complete written papers, read materials for each class, create lessons for leading discussions, lead discussions, participate and present in a group presentation to peers, and actively participate in classroom discussions, activities, and in on-line learning opportunities.

Points / Percent of Grade

Purposes of Schooling ( (Standards 1.4, 8.1) 75 15%

Pre and Post paper answering the four umbrella questions. Post paper incorporates course concepts, readings, knowledge and experience gained throughout semester. 8-10 scholarly references from the course readings.

Education Autobiography ( (Standards 1.4, 8.1, 8.2) 60 12%

A critical personal educational history/reflective analysis of the student’s schooling experiences and core principles integral to their own emergent educational philosophy; a personal history as it relates to understanding societal issues of privilege/culture/ multiculturalism.

Inquiry Project ( Standards 1.4, 2.1, 8.2, 8.3, 8.4, 8.5) 125 25%

Four hours of classroom observation, teacher interview with prescribed questions, and paper using five academic sources primarily from course readings. Interview a community member who is not a professional educator and who is culturally different from interviewer.

Current Hot Topics (Standards 1.4, 2.1, 7.3, 8.1, 8.2, 8.3, 8.4, 8.5) 60 12%

Oral presentation of research on a current hot topic in education related to assigned readings as it relates to the world of education today; using multiple sources of information, the student will teach fellow students about the topic utilizing appropriate technology.

Discussion Leading (Standards 1.4, 7.3, 8.1, 8.2, 8.3, 8.4, 8.5) 50 10%

Students will work together to teach the class about course readings. Your lesson must reflect dialogical pedagogy through active learning techniques. Student leaders must develop and hand out SEA (Summary, Evaluation,

Application). Students must develop and follow a written lesson plan .

Class Participation (Standards 1.4, 7.3, 8.3) 130 26%

Class participation points will be based on participating in the discussion of assigned readings, quizzes, SEA’s of specified readings, hot topic feedback, and other in-class activities.

Total 500 pts. 100%

*

The instructor reserves the right to add assignments and readings (points) if needed or appropriate. (CSU + and – grading options will be used.)

Class Participation Further Defined

Attendance & Tardy Policy:

If you miss a class, SEND an e-mail explanation to the instructor through email before class begins—reporting absences will allow you to get used to teacher practices. Principals in schools require that teachers report their absences.

Given we meet only twice per week, you are allowed to miss two class periods without excuse during the course of the semester. If you miss more than this, you need an official excuse note (doctor’s note) or valid excuse (i.e., death in the family).

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For each unexcused absence over those allowable, your final course grade may be reduced by an entire letter grade.

Please remember that this is a discussion based course that requires your attendance.

Additionally, professionalism requires that you are in class on time. You are allowed 2 tardies. Four tardies will equal an absence and more tardies may result in grade reduction(s).

Class participation will be based on your daily participation in various classroom activities, as well as discussion of the readings; please reference the readings as you participate to show that you have read the materials and bring your highlighted readings to class. You will be asked to co-lead the discussion for articles or chapters during the semester utilizing engaging activities on chosen days.

YOUR FINAL GRADE WILL include credit for participation. Participation is contingent upon attendance— you must be in class to participate and receive credit/points! If you miss a class, please send an e-mail explanation to the instructor. Given we only meet twice per week, if you miss more than two class periods, you need an official excuse/note (doctor’s note) or valid excuse (death in the family). For each unexcused absence over the two allowable, your participation points will be reduced. Please remember that this is a discussion-based course that requires your attendance and in-class participation. There is no way to make up missed class participation points! You must be present during the final exam days.

Class Discussions:

Class participation will be based on your daily participation in classroom discussions of the readings as well as coleading the discussion of one assigned reading.

Discussion Participation : As preparation for class discussions, please write a thorough *SEA of designated assigned readings based on the SEA of higher order thinking framework:

S.E.A. = Summary, Evaluation, & Application

Summary: In an objective, complete paragraph, include all major sections of the article/chapter.

*Through the eyes of the author, discuss the themes and main points of the assigned reading. Be thorough, yet concise.

Evaluation: Please wrestle with concepts and ideas in this section.

*What claims does the author make and how are they supported? (With valid research?

Opinion? Personal experience?)

*Do you agree or disagree with the author’s position? Why? Why not?

*Do you find the ideas/concepts/theory/research valid? Why or why not?

Application: Explain how this reading applies to the world of education and schooling today.

*How does the reading help to answer one or more of the course umbrella questions?

*What are the valuable lessons for understanding education and schooling? Please be specific.

* Include complete, accurately formatted bibliographical information at the top of the SEA.

No further in-text documentation will be necessary.

Discussion Leader

:

Please be prepared to lead the classroom discussion for the assigned reading of your choice.

Creatively engage the audience in a discussion, debate, activity, or experience that captures the heart of the reading.

Please bring SEA’s of the assigned reading for everyone in class on the day that you are the discussion leader. You must also include bibliographic information in the hand-out. A member of your group must provide the instructor a copy (via e-mail) of the abstract and a brief lesson plan outline for approval 24 hours in advance of the day when you are a discussion leader. See next page for lesson plan requirements.

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*The lesson plan outline must include:

1. A measurable learning objective

2. Materials needed

3. Procedures (planned discussion questions, explanation of activities to engage class, etc.)

4. How the achievement of the learning objective will be measured.

Course Grading Scale:

A = 90—100% B = 80—89%

450-500 pts. 400-449 pts.

(.5’s will be rounded up.)

C = 70—79% D = 60—69% F = 0—59%

350-399 pts. 300-349 pts. 0-299 pts.

Grade of A: All requirements specifically, thoroughly and exceptionally completed. Creativity or original ideas are evidenced. (A+, A, A-)

Grade of B: One or more of the listed requirements is either missing or not adequately completed. The assignment is prepared at above average standards. (B+, B, B-)

Grade of C: There is evidence that substantial effort has been made to prepare the assignment; however, the requirements were marginally realized . It is recommended that you make an appointment to see the instructor.

(C+, C,)

Grade of D & Below - The assignment was turned in, but was below quality standards. You are required to make an appointment to see the instructor. (D, F)

NOTE: LATE ASSIGNMENTS WILL BE PENALIZED ONE LETTER GRADE AND NOT ACCEPTED

AFTER ONE WEEK. Students are responsible for getting the assignment to the teacher and should retain/copy/save all returned work for future use in the teacher licensure program.

Valued Professional Behaviors: As you are becoming a teacher, it will be expected that you professionally engage in the role of teaching. Valued professional behaviors include actively participating in class activities, asking probing questions to extend ideas, considering concepts from different perspectives, listening with purpose, contributing in class, collaborating in group processes, demonstrating cooperative behavior, being considerate and courteous to peers/supervising professionals, responsible attendance, arriving on time, meeting assignment deadlines, and other behaviors to promote the goals and objectives of this class.

Please plan on following the Professional Progress Report (PPR) for Teachers as part of the professionalism required in this course. This course is an introduction to the Teacher Licensure program and you are entering the School of Teacher Education and Principal Preparation (STEPP), which expects the highest level of professionalism because teaching is considered one of the most esteemed professions. A student demonstrating questionable professionalism may be required to meet with the director of STEPP and/or withdraw to re-take the class at another time.

OTHER IMPORTANT CONSIDERATIONS

Statement of Full Participation: Any students in this course who have a disability that may prevent them from fully demonstrating their abilities should contact me as soon as possible so that we can discuss accommodations necessary to ensure full participation and to facilitate your educational opportunities. Also, please realize that every voice is important in this class. If at any time you feel harassed on the basis of ethnic or cultural background, gender, or sexual orientation, please notify me so that I can address the situation immediately and/or make the proper referrals to the appropriate campus personnel.

Accommodations for Successful Learning: If you have a documented disability that warrants accommodations in the course, please make an appointment to see me at your earliest convenience. I am committed to facilitating your success. I am willing to make appropriate accommodations that will increase your learning opportunities in this class. If you have not already contacted the office of Resources for Disabled Students, please do so. They are located at: 100 General Services Building; Telephone Number: (970) 491-6385.

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On-Line Learning: We will be using RamCT (Blackboard Learning) as our on-line interface for this course. Please submit all assignments in electronic version to the RamCT Assignment box. You will also find some course readings on RAMCT.

You may be required, as part of your class participation grade, to provide original postings and responses to other students’ postings in the on-line “Required Postings” discussion box. The topics will be related to various course readings and classroom discussions. Our RamCT on-line interface can be accessed at: https://ramct.colostate.edu/webct/entryPageIns.dowebct

. If you are unfamiliar with RamCT, please seek help from your peers, the technology help desk, or your instructor.

Connecting with Our Librarian: Our faculty librarian for this course is Amy E. Hoseth amy.hoseth@colostate.edu., 970-491-4326. She is happy to help you with any research/library question.

Rigor

Relevance

Relationships

Reflection

Responsibility

Social Media : The School of Teacher Education and Principal Preparation has an email listserv for teacher licensure students and alumni. You will be automatically added to this listserv at the time of admission into the teacher licensure program. Information communicated through the listserv will pertain to job postings, volunteer prospects, professional development opportunities, and other current topics related to teaching and education.

STEPP hopes that you find this tool beneficial both during your time in the program, and once in the teaching profession after program completion. You can voluntarily remove yourself from the listserv at any time. Also, don’t forget to “like” CSU STEPP Teachers on Facebook! We will be posting information about the licensure program, as well as updates concerning educational policy, legislation, and licensing through CDE.

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Daily Schedule

DATE

Week

One

Tuesday

Aug. 27

Thurs

Aug. 29

Week

Two

Tuesday

Sept. 3

*Schedule MAY vary due to scheduling of speakers, variable rate of covering material specific to a certain group/class, possible snow days, or other unforeseen events. The instructor reserves the right to change class readings, schedule, and assignments.

Thurs

Sept. 5

Week

Three

Tuesday

Sept. 10

TOPICS

Unit 1: SCHOOLING FOR/IN A PLURALSTIC

DEMOCRACY

Teacher Education Standards addressed: 1.4, 7.3

Course Umbrella Questions:

*What was, is, and should be the purpose of schooling?

*What is your role as a future teacher in fulfilling that purpose?

*How does schooling continue the existing order?

*How can schooling transform the existing order?

(order= cultural, political, social, economic, environmental order)

Schooling, Democracy, Diversity, Moral

Obligations

Teacher Education Standards addressed: 1.4, 7.3, 8

Guiding Question/s: What are we schooling for and how are/should we (be) teaching?

Guiding Question: What are we schooling for and how are/should we (be) teaching?

Teacher Education Standards addressed: 1.4, 7.3, 8.1,

8.2

Vision, Voice, Compassion, & Spirituality:

Higher Purposes of Schooling Finish discussion of

“Dialogical Pedagogy

Guiding Question: What are the higher purposes of schooling?


8.2

Build Hot Topic and Discussion Leader Groups

Vision, Voice, Compassion, & Spirituality in

Education: Higher Purposes of Schooling?

1.4, 7.3, 8.1, 8.2

Review Hot Topic Assignment requirements

Guiding Question: What are the higher purposes of schooling ? Teacher Education Standards addressed:

READINGS & ASSIGNMENTS

Introductions; Overview of STEPP licensure program;

Introduction to Schooling in the U.S.; Pre-Test/Post-Test

Concept

“If we can harness and channel the collective brainpower in this room, we can change the world” Author unknown

All assignments must be submitted electronically to

RamCT as .doc attachments on the due date.

Assignment: Purpose of Schooling (Pre-test) Essay

due Thursday, Aug. 29

Personal Student Introductions

Purpose of Schooling (Pre-test) Essay Due TODAY!

Assignment for Thursday, Sept.5: Read article by

Fernández-Balboa & Marshall, “Dialogical Pedagogy” (on

RamCT).

Discuss Discussion leader assignment

Brainstorm topics for hot topic presentations

Assignment for Thursday: Prepare for leader/hot topic group sign-up and preliminary meeting with partners.

Submit advance organizer over “Dialogical Pedagogy” to

RamCT

Discuss “Dialogical Pedagogy”

* Submit the Advance Organizer for this article (found in the Assignments section of RamCT) to RamCT before beginning of class and bring hard copy of both the article and the Advance Organizer to class.

Sign up for Discussion Leader/Hot Topic Group. Meet to determine focus, organization, and future meeting times.

Continue discussion of “Dialogical Pedagogy”

Assignment for Thursday, Sept. 12: Read Miller,

“Holistic Curriculum: The Why and the What?” from The

Holistic Curriculum (on RamCT)

Read Dalai Lama, “Education and the Human Heart” (on

RamCT) .

Write SEA on one. Submit SEA#1 to RamCT before class.

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Thurs

Sept. 12

Week

Four

Tuesday

Sept. 17

Thurs

Sept. 19

Week

Five

Tuesday

Sept. 24

Thurs

Sept. 26


Education: Higher Purposes of Schooling

Guiding Question: What are the higher purposes of schooling ? Teacher Education Standards addressed:

1.4, 7.3, 8.1, 8.2

Explain Education Autobiography Assignment

due Oct. 8th


Education: Higher Purposes of Schooling

Guiding Question: What are the higher purposes of schooling ?

Purposes of Schooling: Purpose, Power, and

Positionality in the Shaping of Schools

Guiding Question/s: What was/is/should be the purpose of schooling in the U. S.?


8.2, 8.3, 8.5

Purposes of Schooling: Purpose, Power, and

Basic Philosophies Relevant to Teaching and

Learning in the Shaping of Schools


8.2, 8.3

Explain Assignment: Inquiry Project/ Roles &

Purposes due Nov. 14th

Unit Two: Diversity, Equity, Access, Inclusion,

Marginalization, & Social Justice

Guiding Question/s: What was/ is/should be the purpose of schooling in the U. S.? How do schools continue and transform the existing order?


8.2, 8.3, 8.5

* Submit SEA#1 of “Holistic Curriculum” as described in the syllabus. Submit to RamCT before beginning of class and bring hard copy of the article to class.

Discuss “Holistic Curriculum” and “Education and the

Human Heart”

Discussion #1 Leaders: Chris Hauss, Scott Neitenbach,

Annita Alvarez

Assignment for Tuesday, Sept. 17: Read Huerta,

Educational Foundations: Diverse Histories, Diverse

Perspectives, Chapter 1: “Historical Perspectives Informing the Schooling of a Diverse Society” and write SEA

* Submit SEA #2 on Huerta, Chp.1 as described in the syllabus to RamCT before beginning of class and bring the textbook to class.

Discuss Chapter 1, Huerta

Discussion #2 Leaders: Katie Clanton, Em Kribs

Hot Topic Group #1

Possible Topics: Historical perspectives of purposes of schooling; how politics, culture, societies have shaped schools; the role of democracy, diversity and spirituality in

U. S. schools of choice: public and charter schools, home schooling, parochial (religious) schools, and educational philosophies.

Presenters: Jessie Worger, Annita Alvarez

Assignment for Tuesday: Read Huerta, Educational

Foundations: Diverse Histories, Diverse Perspectives,

Chapter 2, “Educational Philosophy” and write SEA

* Submit SEA #3 on Chp. 2 as described in the syllabus to RamCT before beginning of class, and bring the textbook to class.

Discuss Huerta, Chp. 2

Discussion #3 Leaders: Jessie Worger

Mandi Marcantonio

Hot Topic Group #2:

Topic: School and Community Ties: School funding (how schools are paid for—taxes, Colorado’s SB213, government grants, vouchers, etc.)

Presenters: Jon Johnson, Meghan Blanton, Greg Marxen

Assignment for Tuesday, Oct. 1: Read Huerta, Chp 4,

“Equity and Educational Practice”

11

Week

Six

Tuesday

Oct. 1

Equity, Educational Opportunity, & Social Justice



Cultural Disjunct Between Home and

Schools


Teacher Education Standards addressed: 8.1, 8.2, 8.3

Thurs

Oct. 3

Week

Seven

Tuesday

Oct. 8

Equity, Educational Opportunity, & Social Justice:



The Colorblind Perspective and the Myth of

Meritocracy



Privilege, Power, Oppression



8.2, 8.3

Thurs

Oct. 10

Equity, Educational Opportunity, and Social Justice



Culture and Education



8.2, 8.3




Intercultural Peace building in Multicultural

Contexts



8.2, 8.3

Discuss Huerta, Chapter 4

Discussion Group #4 Leaders: Peyton Stadler

Jon Johnson

Assignment for Thursday, Oct. 3: Read Huerta, Chapter

10, “Exploring the Relationship Between American Culture and Education”


Discussion Group #5 Leaders: Steven Gerson

Brianna Coulson

Assignment for Tuesday, Oct. 8:

Education Autobiography (Submit to RamCT)

Assignment for Tuesday, Oct. 8: Read Articles:

 Johnson, “Privilege, Oppression, and Difference”

(on RamCT Assignment)



McIntosh, “White Privilege” (on RamCT) and write SEA#4 as described in the syllabus

EDUCATION AUTOBIOGRAPHY DUE TODAY

(Save for E-Portfolio and submit to Ram CT)

*Submit SEA #4 as described in the syllabus on one of the assigned articles to RamCT before the beginning of class. Bring hard copies of both articles to class.

Discuss Johnson, “Privilege, Oppression, and

Difference” and McIntosh, “White Privilege”

Discussion Group #6 Leaders: Michaela Neale

Keith Gallie

Kerry Bonds

Assignment for Thursday, Oct. 10: Read Huerta, Chapter 6:

“Paying the Bills: School Funding.” Prepare questions for guest speaker.

Guest Speaker: Bob Bacon

Retired Colorado State Senator 2004-2012

Retired Public School Teacher

Poudre School District Board of Education

Topic: School Funding in Colorado

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Week

Eight

Tuesday

Oct. 15

Thurs.

Oct. 17

Week

Nine

Tuesday

Oct. 22

Thurs.

Oct. 24

Week

Ten

Tuesday

Oct. 29

Thurs.

Oct. 31

Equity, Educational Opportunity, & Social Justice





8.2, 8.3

Peace Education as a Response to School

Violence

Equity, Educational Opportunity, & Social Justice



Culturally Responsive Teaching &

Multicultural Curriculum Reform

Guiding Question: What are the roles of the teacher in fulfilling the purposes of schooling?


8.2, 8.3

Guiding Questions: How do schools continue/transform the existing order?


8.2, 8.3


Possible Topics: Equality/Equity, Racism in today’s schools, privilege, power, oppression in education.

Deculturalization, marginalization of groups, politics in education. ESEA, Brown vs. the Board of Education Civil

Rights Movement

Presenters: Nate Martinez, Katie Clanton

Scott Neitenbach

Assignment for Thursday, Oct. 17:

Read Lantieri and Patti, “Valuing Diversity: Creating

Inclusive Schools and Communities.” (on RamCT)

Discuss “Valuing Diversity”

Discussion Group #7 Leaders: Simone Salerno

Savanna Pearson

Assignment for Tuesday, Oct. 22:

Read Banks, “Approaches to Multicultural Curriculum

Reform.”

(on RamCT) Write and Submit SEA #5 to

RamCT




8.2, 8.3




8.2, 8.3



8.2, 8.3

* Submit SEA #5 on Banks’ article as described in the syllabus to RamCT before beginning of class and bring hard copy of the article to class.

Discuss “Approaches to Multicultural Curriculum

Reform”

Discussion #8 Leaders: Meghan Blanton

Nate Martinez


Topic: Poverty in Colorado and the U.S., the tracking/poverty connection. Combatting homelessness, hunger, and inequity (e.g. increase graduation rates and drop-out prevention programs, and improve instructional practices)

Presenters: Darrol Telck, Mandi Marcantonio

Chris Hauss

Assignment for Tuesday: Read Huerta, Chapter 8

“Understanding the Work.”

Discuss Huerta, Chapter 8 “Understanding the Work”

Quiz

Assignment for Thursday: Read Spade & Valentine “The

Prism of Gender” (RamCT)

Discuss “The Prism of Gender”

Discussion Group #9 Leaders: Gregory Marxen

Monica Nuiry

13

Week

Eleven

Tuesday

Nov. 5

Thurs

Nov. 7

Week

Twelve

Tuesday

Nov. 12

Thurs

Nov. 14

Week

Thirteen

Tuesday

Nov. 19

No Class




Lesbian, Gay, Bi-Sexual, Transgender,

Questioning, & Ally Issues & Possibilities for Inclusion



Gender Equality and Equity

Home, School, Community Influences



8.2, 8.3




Teaching English Language Learners



Bilingual Language Programs



8.2, 8.3

Explain final exam requirements and due date




Teaching English Language Learners



Bilingual Language Programs



8.2, 8.3, 2.1




Teaching Exceptional Learners



Special Ed and Gifted/Talented Programs



Thurs

Nov. 21




Home, School, Community Connections



8.2, 8.3, 8.4, 8.5

Observation Day for Inquiry Project: No class


Topic: Gender bias, gender equality, GLBT issues, harassment, anti-bullying programs, and strategies for schools and teachers.

Presenters: Em Kribs, Brianna Coulson, Michaela Neale

Assignment for Tuesday:

Read Huerta text Chapter 11: “Teaching English Language

Learners: Bilingual and English as a Second Language

Efforts.” Write and submit SEA #6

* Submit SEA #6 on Chp. 11 as described in the syllabus to RamCT before beginning of class.


Discussion Group #10 Leaders: Darrol Telck

Robin Lichti

INQUIRY PROJECT DUE TODAY

(Save for E-Portfolio.)

Guest Speaker: ELA Programs Specialist

Poudre School District


Possible Topics: Being a culturally responsive teacher:

Inclusion, ELL, special education (dyslexia, autism,

Asperger’s, synesthesia, emotional disorders, etc.),

AP/IB/GT/ and STEM programs; magnet schools, experiential and alternative schools.

Presenters: Steven Gerson, Robin Lichti, Monica Nuiry

Assignment for Thursday:

Read Huerta Text, Chapter 5: “School Governance and

Community Ties.” Prepare questions for guest speaker and email them to pat.woodward@colostate.edu

Guest Speaker: Tom Balchak

President, Poudre School District BOE

Assignment for Tuesday, Dec. 3:

Read Huerta text, Chapter 7: “Public School Law”

Prepare questions for guest speaker and email them to pat.woodward@colostate.edu

14

Nov.

25-29

Week

Fourteen

Tuesday

Dec. 3

Thurs

Dec. 5

Week

Fifteen

Tuesday

Dec. 10

No Class




8.2, 8.3, 8.4, 8.5

Preparation for the Future

“Yes, But How Do We Do It?”

Guiding Questions: How do schools continue/transform the existing order


8.2, 8.3, 8.4, 8.5





8.2, 8.3, 8.4, 8.5

Discuss final exam requirements and due date

Thurs

Dec. 12




8.2, 8.3, 8.4, 8.5

FINALS

Week

Week 16

Monday

Dec 16

WE WILL MEET FOR OUR FINAL WRAP-UP

Attendance is mandatory!

Monday, Dec. 16th

6:20-8:20 p.m.

Fall Break

Turn in questions for guest speaker.

Discuss Chap. 7 “Public School Law”

Guest Speaker: Dave Schlehuber, Fossil Ridge HS

Social Studies Master Teacher

Assignment for Thursday : Read Huerta, Chp. 9

“Understanding Assessments”


Possible Topics: Student achievement, standardized tests

(NCLB, “Race to the Top”), common core standards; curriculum decisions, elective classes (world languages, art, music, drama), science and health (PE/obesity, sex ed., theories of evolution, intelligent design, creation), immigration laws, bilingual programs, etc.).

Presenters: Kerry Bonds, Savanna Pearson

Assignment for Tuesday: Read Huerta, Chp. 3 “Entering the Teaching Profession”


Possible Topics: The teaching profession: opportunities, teacher evaluations, tenure, teachers’ unions and professional organizations

Presenters: Simone Salerno, Keith Gallie

Peyton Stadler

Assignment for Thursday: Read Ladson-Billings, “Yes, but how do we do it?” (on RamCT) Read the Teacher’s

Code of Ethics (on RamCT) and bring hard copy to class.

Final Exam (Revised and Polished Purpose of

Schooling Paper) Due beginning of class.

(Save for e-portfolio)

Discuss the Teacher’s Code of Ethics

Discuss the Teacher’s Code of Ethics

15

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EDUC 275

Schooling in the United States

No Class

No Class

Fall Break

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EDUC 275

Schooling in the United States

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No Class

Fall Break

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