Fall+Clinical+Coursework+2012

=Welcome to Pre-Practicum 524, 592S, 2012!=

This course is designed as an introductory study of the work of the middle and high school teacher with an emphasis on the sociopolitical and organizational contexts in which the work is embedded. It is designed to encourage you to begin the process of reflection on observations, practice, and theory in order to consider the choices you will make in your classroom. You will be asked to observe in your own school, as well as to participate in field experiences at other schools, with the goal of noting and reflecting upon patterns, assumptions, questions and surprises. You will be asked to reflect upon yourself, your social identity and your school experiences in order to understand who you are as you enter the classroom and what this means to your teaching. = Pre-ORIENTATION SCHEDULE =
 * ==** Independent Classes/Workshops: 1, 2, & 3: **==
 * Please read the following texts: **

Rutherford, Paula. //Why Didn’t I Learn This in College? Teaching & Learning in the 21st Century. **Second Edition**//, Alexandria, Virginia: Just ASK Publications, **2009.** New books will include a CD ROM of teaching resources.

Pensky, Marc. //Teaching Digital Natives: Partnering for Real Learning//. Thousand Oaks, CA: Corwin, **2010.**

As you read, take notes and be ready to discuss the big take-away ideas you find most helpful, interesting and puzzling. We will talk about these ideas during the TB2F and Orientation and continue to explore them during the first few weeks of the TB2F courses. Your reading notes will not be handed in as homework, however you’ll want to refer to them during orientation and later on in the year. You can read these books in any order you’d like. Most online booksellers offer reduced rates. Please be sure to check the publication dates before you purchase these books.

**Exploring and Building Your Identity as a New Teacher**
 * ==** Independent Class/ Workshop 4 **==
 * Reflect and Write 500 words **
 * Due: Orientation Week-Day 2, August 22nd **

WRITE-Social Identity Paper
 * As a step towards understanding the impact that race, ethnicity, class, gender, etc. have on the school experience; this paper is designed to help you explore your own sense of social identity. Social forces such as gender, social class, ethnicity, religion, etc. become aspects of individual social identities. Describe the historical development of your own sense of identity. For example, you might address ethnic background, social class, gender identity, religious identity, etc. In your description, include how your family, school, work, and social and religious experiences have contributed to the development of that identity.
 * Share to the level that you think will be of interest and significance to your class. Be thoughtful about how vulnerable you want to makeyourself. Your paper should be approximately 500 words. (Access, Equity, and Fairness


 * ** Independent Workshop 5 **


 * PART III ** : **Teaching Peer Interview**


 * Type: Talk to a Teacher and Write 500 words **


 * Due: Orientation Week-Day 2, August 22nd **

Teacher Interview

> > 1. Note that the question is not “why do you want to be a teacher?” although that can certainly be a question asked in the interview. “Why” is often an ineffective question with which to begin an interview? By presuming a simple, linear approach it can push a participant to over simplify. What is needed for an interview is not an analysis, but a description of events, over years, leading to a decision. Substituting “how” for “why” seems to work better. > > 2. Make sure that your partner understands the nature of the interview and that those aspects of it will be shared in class. > > 3. Take notes on what the person is saying to you (or tape record the interview and take working notes). Try to capture the essence and detail of what your partner is saying in his or her own words. > > 4. Construct a report on the interview in the first person voice of your partner. This can be done if you have paid attention to number 3 above. Review your notes and underline those parts of the interview that are of compelling interest to you. Weave these together into a narrative that you will read to the class, in the words of your partner. You should be able to read the paper in approximately five minutes. > > 5. The material you select for your report must be fair to the larger interview and must be consistent with the dignity of your partner. After you have written the report, it is best if you let the teacher you interviewed read it before you share it with the class--that way they can cut any parts out if they decide not to share certain information. (Collaboration)
 * Contact a teacher you know and interview that teacher for a significant period of time (one hour is suggested). You can do this interview via phone or in person. If you are meeting by phone, you may want to reduce the time you spend talking to about 40 minutes. The subject of the interview is: “What brought you to teaching?"

Share to the level that you think will be of interest and significance to your class. Be thoughtful about how vulnerable you want to make your peer teacher. Your paper should be approximately 500 typed words. Do not use your peer teacher's name or their school name. Please use //pseudonyms// instead.

= ORIENTATION SCHEDULE = = = = Tuesday, August 21st, 9:00am-Noon =


 * **Group Workshop/Class 6**
 * //YOU ARE HERE//, //A Year in Review// **
 * History, Logistics, Calendars, Legacy**

Wednesday, August 22nd, 10:00am-3:00pm

 * **Group Workshop/Class 7**
 * //Not So Common Understandings//**-Mission and Leadership
 * CSL introduction (Class # 1)**

**A foundation for understanding types of teachers -characteristics of teachers/teaching.** Teacher Interviews


 * Contact a teacher you know and interview that teacher for a significant period of time (one hour is suggested). You can do this interview via phone or in person. If you are meeting by phone, you may want to reduce the time you spend talking to about 40 minutes. The subject of the interview is: “What brought you to teaching?" 1. Note that the question is not “why do you want to be a teacher?” although that can certainly be a question asked in the interview. “Why” is often an ineffective question with which to begin an interview? By presuming a simple, linear approach it can push a participant to over simplify. What is needed for an interview is not an analysis, but a description of events, over years, leading to a decision. Substituting “how” for “why” seems to work better. 2. Make sure that your partner understands the nature of the interview and that those aspects of it will be shared in class. 3. Take notes on what the person is saying to you (or tape record the interview and take working notes). Try to capture the essence and detail of what your partner is saying in his or her own words. 4. Construct a report on the interview in the first person voice of your partner. This can be done if you have paid attention to number 3 above. Review your notes and underline those parts of the interview that are of compelling interest to you. Weave these together into a narrative that you will read to the class, in the words of your partner. You should be able to read the paper in approximately five minutes. 5. The material you select for your report must be fair to the larger interview and must be consistent with the dignity of your partner. After you have written the report, it is best if you let the teacher you interviewed read it before you share it with the class--that way they can cut any parts out if they decide not to share certain information. (Collaboration)

Share to the level that you think will be of interest and significance to your class. Be thoughtful about how vulnerable you want to make your peer teacher. Your paper should be approximately 500 typed words. Do not use your peer teacher's name or their school name. Please use //pseudonyms// instead.

Thursday, August 23rd, 10:00am-3:00pm
[|Sophie Haroutunian-Gordon]
 * **Group Workshop/Class 8**
 * //Listening for Grown-Ups: An Introduction//**
 * //Special Focus- Social Identity Papers//**
 * //Listening Challenges for Teachers//**
 * //Introduction by//**

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//Social Identity Paper Assignment (We will Share-in the context of Listening with Intent)//


 * As a step towards understanding the impact that race, ethnicity, class, gender, etc. have on the school experience; this paper is designed to help you explore your own sense of social identity. Social forces such as gender, social class, ethnicity, religion, etc. become aspects of individual social identities. Describe the historical development of your own sense of identity. For example, you might address ethnic background, social class, gender identity, religious identity, etc. In your description, include how your family, school, work, and social and religious experiences have contributed to the development of that identity.

//** For Homework: Please Read: **// by A. G. RUD, JIM GARRISON (the abstract was handed to you in class) Find the full article is Attached Here:
 * Share to the level that you think will be of interest and significance to your class. Be thoughtful about how vulnerable you want to make yourself. Your paper should be approximately 500 words. (Access, Equity, and Fairness).
 * Reverence and Listening in Teaching and Leading**

//** For Homework: Please Start your Scavenger Hunt **// We would like you to see a variety of settings during the pre-practicum period of your //STEP Bridges to the Future// experience. In all, you must visit 12-14 places on the (attached) list before the end of December 2012. What did you observe? What is your reaction to what you saw? What surprised you? Keep an informal journal of your observations. You will share this journal in class with Ruth-Ellen late November, Early December (Sharing time: TBA).

> =EDUC 510 Begins on Oct. 30th= >
 * Sept. 4th-Workshop 9- Listening Part II (Share Prensky's Book Concepts)- Place-228
 * Sept. 11th- Workshop 10-Learning How to Strategize the First Days of School
 * **Sept. 17th and 24th** Workshop11 and 12- **//School Site Visits//**
 * ====October 2nd Workshop 13 Guest Speakers: Teacher-Ken Mullen and Curriculum Coordinator-Joe Nowicki  (Pioneer Valley HS.)====
 * Tuesday Oct. 9th is a UMass Monday -Go to Your Methods Class
 * == YOU ARE HERE ==
 * **October 16th Top Ten Things New Teachers Should Know ( Guest Lecturer- Gary Deane)**

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