EDUC615TT-Education+in+Context

 ** EDUC 615TT: **

Education in Context

Leadership in Community Service

Martha Ryan

Office Hours: by appointment

This course is about educational change. When we say “change” we mean an exploration of the type of social stirring that will allow our students to move from being passive consumers of schooling to active participators and co-constructors of knowledge. During our time together we will ask the following questions: **// Oral and written communication //**
 * // What does it take to be a successful learner in the 21st Century? //
 * // How will a 21st century skills approach be woven into the way we teach and lead in schools? //
 * // What type of skills do 21st Century Teachers teach in order to prepare our students for the workplace? //
 * // What does the research say about collaborative learning, inquiry, and the mastery of curriculum content? //
 * // How can young people develop a range of “…civic skills, from acts of kindness and caring to community stewardship,” as engaged citizens // (National Youth Leadership Council)?
 * // How can a service-learning approach to learning be an incubator for developing 21st Century skills leading to the improvement of: //
 * // Critical thinking and problem solving //**
 * // Professionalism and work ethic //**
 * // Teamwork and collaboration //**
 * // Working in diverse teams //**
 * // Applying technology to solve problems and answer questions //**
 * // Leadership roles and project management //**
 * // Relationships with students //**

** Course Structure **

Education in Context has 6 goals:

** Legacy Project Implementation ** – Legacy projects will address genuine needs that are recognized by the community being served. Students and other community members partner to identify needs and avoid assumptions. Practitioners carefully tie projects to specific learning objectives, often connecting multiple subjects. Learning becomes experiential and applied, deepening students' understanding of the material, how it's used, and why it's important.

** Evaluation ** -- Service-learning projects are enhanced through effective assessment and evaluation. Evaluation will focus on how effectively the program meets its objectives; diagnosis is designed to focus on the factors that may contribute to successful/unsuccessful outcomes; and plans for future improvement.

** Data Collection ** -- Qualitative methods: Qualitative methods are best for gaining a deep understanding of program participants’ experiences, motivation, opinions, concerns, and so on; that is, those matters for which you need a conversation to really understand. The primary tools for qualitative research are:


 * focus groups (moderated group discussions);
 * personal interviews (one-on-one interactive discussions, not simple question and answer sessions); and
 * // Reflection // -- Reflection and documentation are essential to:
 * Documenting where students are in the learning process
 * Tailoring the learning for individual needs
 * Providing opportunities for students to have a voice

** Celebration ** -- After the service is completed, an evaluation and celebration of its success gives all participants a chance to fully understand and appreciate their service-learning experience (National Youth Leadership Council).

** Broadening the Scope: ** -- Revising the Legacy Project

This is the time to pause and ask the following questions:

How do you reach students in your classroom not just afterschool but during the conventional academic course time? How will you take what you have learned and apply to the daily realities of the classroom?

** Conceptual Framework **

Through its focus on leadership projects involving middle school, high school, and sometimes elementary school students, EDUC 615TT meets a Commonwealth of Massachusetts requirement that //all newly licensed teachers understand and develop the potentials of diverse learners in schools//. The School of Education’s Conceptual Framework will guide us throughout this course. //The five elements of the Framework follow://

** Collaboration ** -- Educators recognize the imperative of collaboration - that we cannot achieve our vision for student learning as independent actors working in isolation. Educators exhibit attitudes, dispositions, and behaviors consistent with a collaborative approach to professional practice, as opposed to an individualistic or competitive approach to professional practice.

** Reflective Practice ** -- Educators recognize the imperative of reflective practice – that to transform the status quo //we must be willing to consistently examine and transform assumptions about professional practice//. Educators exhibit attitudes, dispositions, and behaviors consistent with a reflective approach to professional practice that allows them to adapt practices based on considered reflection.

** Multiple Ways of Knowing ** -- Educators recognize the imperative of multiple ways of knowing – that to create communities of practice, we must respect the perspectives of different stakeholders. In a spirit of inquiry, educators reflect on and challenge their own perspectives and beliefs and maintain a professional awareness of the influences that their perspectives may have in educational settings.

** Access, Equity and Fairness ** -- Educators recognize the imperative of access, equity, and fairness – that we cannot achieve our vision of access to and success in education for all students //without knowledge of and attention to the student’s social, cultural, developmental, and personal context//. Educators exhibit attitudes, dispositions, and behaviors consistent with promoting equity that allow them to adopt practices that create and advance equitable conditions in which all students can learn.

** Evidence-Based Practice ** -- Educators recognize the imperative of evidence-based practices that promote student engagement, achievement and performance. In so doing the candidate be able to: 1) gather and/or examine multiple sources of evidence, 2) determine the credibility, reliability and validity of the evidence, 3) synthesize and draw conclusions from evidence, and 4) use the evidence to modify professional practices that result in increased PK12 student learning outcomes.

** FOUR STRANDS **

Understanding Issues in Education is one of the major parts of service learning. The second is the development of a Service Learning Project Proposal based on the peer teaching and individual understandings and connections that you have made throughout the semester. The final phase of the course is a reflection on what you have learned and how it applies to your future teaching. In order to begin, you will gather and share data about your practicum community. Based on the data you collected you will prepare a 3 to 5 page document that provides the information (details in the Community Service Learning Project Plan Rubric and Four Strands section).

We are using Rubrics in EDUC 615TT: Education in Context for two reasons. First, to give graduate students a clear framework for how their individually different and unique papers and projects will be evaluated as part of the course grading process. Second, to introduce new teachers to an alternative form of assessment that they may want to use with their own students in future classes. The following scale will be used with course assignments:

5 - 6 Exceeds and Excels (A to A-B)

3 - 4 Just Meets (B to B-C)

1 - 2 Not Yet (C to C-D)

0 No Attempt (F)

For purposes of the course, students earning below three on their assignments are not doing acceptable work consistent with a graduate level, masters degree program in education.

** ATTENDANCE **

Physical attendance in class /your representation by “logging on” and participating in discussions and activities for all seminar sessions is required. If you must miss a class for any reason, email the instructor of record in advance (__ruth-ellen@educ.umass.edu)__. If you miss more than one class you will need to make an appointment with the instructor of record to discuss your absence. You will be required to propose a course of action for make-up work. If more than 2 classes are missed, you will be in jeopardy of failing the course. If more than 2 Internet based discussions are missed and (you have no attempted to logged in and participate/make up work within one week of the course meeting deadline), the highest grade that you are able to receive is a B.

** GRADING **

Participation (Group-in physical meet space and online asynchronous learning) 15%

Project Proposal 5%

Implementation20%

Assignments (homework) 25%

Documentation/Presentation 25% Testimonials form Students and admin.

Final Reflection (how you plan to incorporate CSL into your future teaching) 10%

If you miss a class or do not post a virtual class assignment, the highest rubric score you can receive for participation and attendance will be half-credit.

** INSTRUCTIONAL METHODOLOGIES/ SPECIAL NEEDS **

During each class, we will try to encourage inquiry, pose relevant problems, structure learning around essential concepts, address misconceptions, and encourage high-level reflection. A conscious attempt will be made to vary the format and style of teaching in an attempt to address a variety of ways of learning.

** COURSE SCHEDULE **

Asynchronous, in person, small/ large group, and individualized advisement and course meeting times may be revised to meet student need. The amount of time students/ teaching interns should expect to be engaged in course work will vary week to week. Since week-by-week faculty and students will co-design work based on individual project need; the content, projects, and assignments will vary. The university indicates that students enrolled in graduate courses should expect to devote approximately 3 hours per week for each credit earned in the course. Thus, for a 3-credit graduate course, students should plan to invest at least 9 hours per week for course meetings (either virtual of physical meet-space), reading, completion of activities and written assignments, online interactions with faculty and peers, and project development and employment.

** Resources: **

** Kaye, Cathryn Berger. The Complete Guide to Service Learning: Proven, Practical Ways to Engage Students in Civic Responsibility, Academic curriculum, and Social Action, 2nd edition. Free Spirit Publishing: 2010. **

** Required reading from wiki: Phi Delta Kappa Service Learning articles in February 2010, Volume 91, Number 5, “CSL research, the impact of CSL on learners.” **

** Required (on wiki): K-12 Service Learning Standards for Quality Practice **

** Texts: **

**// The Teen Guide to Global Action //****, Barbara A. Lewis, Free Spirit Publishing, 2008 **

**// Kids as Planners //****, Marina Schauffler; KIDS Consortium 2005 **

**// Learning Through Service //****, Cress, Collier, Reitenauer, et al., Stylus, 2005 **

**// Service-Learning: From Classroom to Community to Career //****, Dr. Marie Watkins and Linda Braun, Just Life (an imprint of JIST Publishing) 2005 **

** “Standards of Quality for School-Based and Community-Based Service Learning;” Alliance for Service-Learning in //Education Reform//, March, 1995 **

**// Service Learning: A Guide to Planning, Implementing, and Assessing Student Projects //****, Sally Berman, Sage Publications, 2006 **

**// Complete Guide to Service Learning: Proven, Practical Ways to Engage Students in Civic Responsibility, Academic Curriculum, and Social Action //****, Cathryn Berger Kaye, Free Spirit Publishing, Revised Edition, 2010. **

 Dreikurs central focus was on constructive behavior rather than coercive discipline. He believed that teachers should have a democratic classroom and teaching style, for helping students gain a sense of belonging (genuine goal). He believed that in this manner students would have a social interest: a condition in which students come to see that it is to their advantage to contribute to the welfare of a group. In this case, group refers to their classmates.

 A.How has your general instructional approach in the classroom CHANGED

 over the course of the semester? Give both general and concrete

 examples of any changes. Notice patterns, pose questions, and add the

 details.

 Please write one paragraph.

 ** CSL Agenda May 4, 2011 **

 ** Big Ideas: Democratic Teaching / Reaching Each and Every Student/ Your Teaching Mission **

 ** -Last Week’s Focus- **


 * **// Where and how do the C’s intersect with your CSL project? //**


 * **// Is there any particular “C” that your CSL project tends to gravitate toward/one that is easier to “see” fitting with your CSL project more than another? //**

 **// Fair –Equal Conversation………………………. //**

 -Today’s Questions--


 * In the context of your service learning: Which of the C’s would you like to develop? Why?
 * In the context of your classroom teaching: Which of the C’s would you like to develop? Why?

 ** How do you make the C’s a reality? Practice Statement **

 CSL Journal Question #5

 How will you apply what you have learned about service-learning, social issues, or community agencies to your future teaching and leadership in schools?

<span style="color: #ffffff; display: block; font-family: Arial; font-size: 13px; text-align: center; vertical-align: baseline;"> By: June 1st- Format your CSL questions into a “readable” document

<span style="color: #ffffff; display: block; font-family: Arial; font-size: 13px; text-align: center; vertical-align: baseline;"> By June 10th –Self Score Your Rubric (deliver it to Revo’s mail/email)

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