Sei sulla pagina 1di 8

Description: EDUX 701 Teacher Leadership for a Democratic Society

Program Course
InIormation:
Rationale and Plan
MedX 701X
Tentative Syllabus: May 11, 2011

Instructor: JenniIer Job, jgjobemail.unc.edu 919-395-0355
Corliss Brown, ccbrownemail.unc.edu 704-641-0061

COURSE DESCRIPTION: Bemociacy, this concept that justifies oui nation, oui
schools, anu oui aspiiations, often conflicts with the meanings anu piocesses of
leaueiship. So this is not a "how to" couise. It is a couise which asks all of us to
figuie out what we mean by uemociacy in ielationship to euucation, to imagine
what that might mean in oui schools anu in oui woik, anu to iuentify the stiategies
we might use to biing uemociacy as we unueistanu it into oui woik anu oui
piofession.

This couise focuses on suppoiting teacheis' conceptualizations of anu piactice in
teachei leaueiship. Paiticipants will consiuei what it means to help leau schools in
uemociatic ways foi uemociatic outcomes. Togethei we will consiuei what
leaueiship means, what it looks like anu to what enu.

The BPI uiauuate Stanuaius state that, "Teachei leaueis assume the ioles anu
iesponsibilities of collaboiative leaueis in schools anu communities. Teacheis
uemonstiate leaueiship in theii classiooms, schools anu piofessional
oiganizations; they auvocate foi stuuents anu effective euucational piactices anu
policies; anu they aie iole mouels foi ethical leaueiship." In this couise, we will
consiuei what this means foi teacheis' piactice in classiooms, schools anu
communities.

UNC-CH School oI
Education Conceptual
Framework:
Preparing Leaders in Education
The School oI Education is committed to the preparation oI candidates who can assume
leadership roles in the Iield oI education. Such preparation is accomplished through the coherent
integration oI the abilities and predispositions oI candidates, the knowledge and abilities oI
Iaculty, and the contextual elements oI academic and Iield settings. Candidates accept their
proIessional responsibilities and Iocus their expertise and energy on supporting Birth-12 student
development and learning. They must work to maintain a meaningIul involvement in activities
within schools and in partnership with parents and the community.
The growth and development oI candidates is promoted through curriculum, instruction,
research, Iield experiences, clinical practice, assessments, evaluations, and interactions with
Iaculty and peers. All oI these elements work together to build a solid Ioundation Ior exemplary
practice in education, creating educational practitioners who are prepared to better serve
children, Iamilies and schools, as well as business and agencies oI government within North
Carolina, across the nation and throughout the world.
For Equity and Excellence
Preparation oI educational leaders Ior today's society is based in values oI equity and excellence
that assure our candidates' and their students' Iuture success. Attending to the challenge oI
promoting both equity and excellence is imperative. To address only one oI these goals would,
on the one hand, sacriIice those put at risk by social and cultural hierarchies in society or would,
on the other hand, Iail to press Ior the highest possible levels oI accomplishment. Equity and
excellence must be pursued concurrently to assure that all students are well served and that all
are encouraged to perIorm at their highest level.
Within the School oI Education, equity is seen as the state, quality, or ideal oI social justice and
Iairness. It begins with the recognition that there is individual and cultural achievement among
all social groups and that this achievement beneIits all students and educators. Equity
acknowledges that ignorance oI the richness oI diversity limits human potential. A perspective
oI equity also acknowledges the unequal treatment oI those who have been historically
discriminated against based on their ability, parents' income, race, gender, ethnicity, culture,
neighborhood, sexuality, or home language, and supports the closure oI gaps in academic
achievement. Decisions grounded in equity must establish that a wide range oI learners have
access to high quality education in order to release the excellence oI culture and character which
can be utilized by all citizens oI a democratic society.
Within the School oI Education, excellence is seen as striving Ior optimal development, high
levels oI achievement and perIormance Ior all and in all that is done. In preparatory programs
across grade levels, curriculum and instruction Iurthers excellence when it moves a learner as
eIIectively as possible toward expertise as a thinker, problem solver and creator oI knowledge.
Excellence entails a commitment to Iully developing candidates, not only academically but also
in moral and political senses.
In a Democratic Society
The preparation oI exemplary practitioners in education to meet the challenges oI equity and
excellence is best accomplished through preparation Ior a democratic society. Democracy
around the globe is an ideal, one with the potential to meet the needs, recognize the interests and
establish the rights oI all citizens. Education is a necessary Ioundation Ior this ideal, and both
must be subscribed to and participated in by all.
School of Education Conceptual Framework Principles
The School oI Education is committed to diverse, equitable, democratic learning communities.
As a result, candidates are expected to acquire and apply the knowledge, skills and dispositions
that prepare them to support the development and education oI all students.
The School oI Education uses the Iollowing unit principles, applicable at all program levels, to
identiIy the knowledge and skills that are central to preparation oI candidates. It is the School oI
Education`s goal that candidates will become leaders supporting and promoting the
development, teaching and learning oI all students in multiple contexts.
1. Candidates possess the necessary content knowledge to support and enhance student
development and learning.
2. Candidates possess the necessary proIessional knowledge to support and enhance
student development and learning, including meeting student needs across physical,
social, psychological, and intellectual contexts. Candidates incorporate a variety oI
strategies, such as technology, to enhance student learning.
3. Candidates possess the necessary knowledge and skills to conduct and interpret
appropriate assessments.
4. Candidates view and conduct themselves as proIessionals, providing leadership in their
chosen Iield, including eIIective communication and collaboration with students and
stakeholders.
SOE Conceptual Framework Dispositions
Certain dispositions are essential to prepare leaders who support equity and excellence in
education within a democratic society. Dispositions are belieIs that Ioster commitments, leading
to actions within educational environments with students, colleagues, Iamilies, and
communities. Candidates strengthen these dispositions as they think deeply, reIlect critically and
act responsibly in their proIessional practice. These dispositions are interconnected with
knowledge and skills; speciIic dispositions connect to and exempliIy unit principles, Iacilitating
their enactment in particular programs.
1. Candidates will exhibit behavior that demonstrates a belieI that all individuals can
develop, learn, and make positive contributions to society.
2. Candidates will exhibit behavior that demonstrates a belieI that continuous inquiry and
reIlection can improve proIessional practice.

Course Objectives:

1. Candidates will demonstrate their understanding and activation oI their position in the
classroom, school, and community.
2. Candidates will understand the process oI communicating their ideas to various audiences.

Course Standards
(Addressed and
Assessed):

North Carolina Graduate Standards:

Standard 1: Teacher Leadership

Teacher leaders assume the roles and responsibilities oI collaborative leaders in schools
and communities. Teachers demonstrate leadership in their classrooms, schools and
proIessional organizations; they advocate Ior students and eIIective educational
practices and policies; and they are role models Ior ethical leadership. Teacher leaders
will know and be able to:

O Demonstrate eIIective ongoing communication, collaboration, and team-building
among colleagues.
O Facilitate mentoring and coaching with novice teachers.
O Set goals and establish priorities while promoting educational initiatives that
positively aIIect student learning.
O Participate in proIessional learning communities.

Activities &
Assignments:

On a daily basis, I will ask you to think about the assigned readings in relationship to the
communities in which you work, the schools where you teach, as well as the curriculum you
teach and the children you teach it to. There will be several small assignments in which you
reIlect on your activitiespresent and Iuture-- as a teacher leader.

The major task oI the course is a group website describing the processes and plans that you will
implement to bring about a change in the school or district where you work. A description oI
the project is attached to this syllabus.

#equirements:

Evaluation will be made based on Iour components: #eIlections, Attendance & Class
Participation, and Final Project.
As we only have six weeks together and discussion is a very important learning tool in this
course, it is imperative that you come to each class over the next six weeks. II you miss more
than one class period, your grade will be aIIected. OI course, we are all busy adults and liIe
happens, and thus iI you must miss a day, please let me know ahead oI time so we may make
necessary arrangements Ior all make-up work.
Class participation is integral to the success oI this class. For our purposes, class participation
reIers to posting on blackboard, speaking in class, and working collaboratively with classmates.
Grading will be weighted as Iollows:
ttendance and
Class Participation: 20 pts
Reflection 1: 5pts
Reflection 2: 5pts
Reflection 3: 5pts
Reflection 4: 15pts
Final Project: 50 pts (10 pts Statement oI Purpose/ 10 pts #eIlection/ 30 pts
Website)
Total Points: 100

Grading Scale

High Pass (H):
90--100 points: Exemplary, works beyond requirements

Pass (P):
80--89 points: Solid, meets expectations

Low Pass (L):
70--79 points: Weak, Iails to meet multiple expectations

Fail (F):
Below 70 points: Unacceptable, Iails to meet expectations
#eIerences &
#esources:

The two books that I have asked you to purchase address democracy Irom the perspectives oI
classroom: Azar NaIisi, #eading Lolita in Tehran
And oI society: Diane #avitch The Death and LiIe oI the Great American School System




CLSS SCHEDULE

``This course requires a major project which will be completed out of class with a group. For this project you
must meet with your group 3 hours per week for the duration of the course. s part of this assignment you will
include a description of the work completed during your weekly group meetings. This weekly update must be
submitted on Blackboard each week. Included in this update must be: 1) When you met and for how long; 2)
What was discussed at the meeting; 3) next steps and individual responsibilities (who is doing what)```

Date Class Subject/Work ssignments Due Readings Due
5/11 Topic: Democracy in Schools
O Eow Joes Bewey Jefine
Jemocrocy?
O Are schools democratic
institutions?
O hat are some of the
challenges/problems with
democracy?
O hat is the role of
O Putnam (Bb)
education in a democracy?
5/16 Topic: Democracy in Schools
O hat is the role of a teacher
in a democracy?
O hat is the role of students
in a democracy?
O ow does Dewey define
educative experience? hy
is this important for
democracy
O ow will you take your
knowledge learned in
graduate school and create
educative experiences for
your students and others in
the school community?
O eflection uue (Bb)


O afisi: olito Chaptei
O abokov Exceipt (Bb)
O Bewey Chaptei (Bb)
5/18 Topic: Teacher Leader as
Curriculum Facilitator
Speaker: Kelli Thomas, Case21; BJ
Berent, Case21
(Common Core Standards, AYP in
your curriculum)
O hat is curriculum?
O ho decides what the
curriculum will be?
O hat is the role of
curriculum in democratic
settings?
O Do schools have a
democratic curriculum?
O hat does it mean for a
teacher to be a curriculum
leader?

O eeus Assessment
posteu on Bb
O Biing a common
assessment fiom youi
PLC oi team


O afisi: otsby Chaptei
O itzgeialu Exceipt (Bb)
O Apple anu Chiistian-
Smith Aiticle (Bb)
5/23 Topic: Teacher Leader as
Curriculum Facilitator
(Classroom curriculum construction;
Student agency)
O ow/should curriculum be
made more democratic?
O ow are students part of
curriculum construction?
O hat challenges do leaders
face in working with other
teachers?
O hat challenges do leaders
face in working with
administrators?

O Statement of Puipose
uue



O afisi: omes Chaptei
O ames Exceipt (Bb)
O Cusick Aiticle (Bb)
5/25 Topic: Teacher Leader as Child
Advocate
Speaker: Mary #uth Coleman, FPG
(Special Ed, #TI, DiIIerentiation)
O hat are leaders
responsibilities to students

O avitch: Ch ,
O IBEA.gov ieauings
(web)
O ollenbeck Aiticle (Bb)
with exceptionalities?
O ow do teachers balance
working with individual
needs and needs of the
whole class?
O ow do leaders advocate
for students who have not
been identified as having
exceptionalities?

5/30 Memorial Day

O eflection Bue (Bb)


O avitch: Ch , ,
O Lauson-Billings Aiticle
(Bb)
6/1 Topic: Teacher Leader as Child
Advocate
(Achievement gap; organizations Ior
child advocacy; legal policies Ior
advocating Ior children)

Topic: Teacher Leader as Public
Intellectual
(Discourse on Public Education)
O hat is a public
intellectual?
O hat makes a teacher a
public intellectual
O iven the various topics in
educational reform, how
can teachers act as public
intellectuals?

O avitch: Ch ,
O uiioux Aiticle (Bb)
O Baith Aiticle (Bb)
O uiioux anu NcLaien
Aiticle (Bb)
6/6 Topic: Teacher Leader as
Community Organizer
PLCs, Lesson Study, Involvement in
community organizations
O hen is collegiality
helpful? hen is it
unhelpful?
O hat makes a collaborative
culture?
O Describe the collaborative
nature of your current
school environment? ow
can it become more
democratic?
O ow can collaboration help
other aspects of the school
become more democratic?


O eflection uue (Bb)



O avitch: Ch 8, 9,
O escio Aiticle (Bb)
O aigieaves Chaptei
(Bb)
6/8 Topic: Teacher Leader as
Policymakers
Speaker: Charlotte Bumgarner,
NCAE
Charter Schools, enactment oI
school policy
O avitch: Ch
O Stallwell anu Apple
Aiticle (Bb)
O Taubman Aiticle (Bb)
O untei-Quaitz Aiticle
O hat is the relationship
between teaching and
policy?
O hat are the current high-
profile policy debates?
ow can leaders be
involved in these debates?
Is it a leaders
responsibility to be involved
in the debates?
(Bb)
6/13 ction Project Presentation Day O eflection Bue (Bb)


Readings

Apple, M.W. & Christian-Smith, L.K. (1991). The politics oI the textbook. In M.W. Apple & L.K. Christian-Smith
(Eds.) The politics oI the textbook, (pp. 1-21). New York: #outledge.

Barth, #.S. (2007). The Teacher Leader. In #.H. Ackerman and S.V. Mackenzie (eds.). &ncovering teacher leadership.
Joices from the field. Thousand Oaks, CA: Sage. Pp. 9-36.

Cusick, P.A. (1992). Teachers and teachers, teachers and administrators. In The educational system. Its nature and
logic, (pp.77-91). New York: McGraw Hill.

Dewey, J. (1903). Democracy in schools. The Elementary School Teacher, 4(4).

Giroux, H.A. (2009). Obama`s betrayal oI public education? Arne Duncan and the corporate model oI schooling. Cultural
Studies/Critical Methodologies, 9(6).

Giroux, H. A., & McLaren, P. (1986). Teacher education and the politics oI engagement: the case Ior democratic
schooling. arvard Educational Review, 56(3), 213-238.

Hargreaves, A. (1994). Collaboration and contrived collegiality: Cup oI comIort or poisoned chalice?. In Changing
teachers, changing times: Teachers` work and culture in the postmodern age. New York: Teachers College Press.

Hollenbeck, A.F. (2007). From IDEA to implementation: A discussion oI Ioundation and Iuture responsiveness-to-
intervention research. Learning Disabilities Research & Practice, 22(2)

untei-Quaitz, K. (, NaichApiil). Too angiy to leave: Suppoiting new teacheis' commitment to tiansfoim
uiban schools. ournol of Teocber FJucotion, S4(), 99-.

Ladson-Billings, G. (2006). From the Achievement Gap to the Education Debt: Understanding Achievement in U.S.
Schools. Educational Researcher, 35(7), 3-12

Swalwell, K. & Apple, M.W. (2011). Starting the wrong conversations: The public school crisis and 'Waiting Ior
Superman. Educational Policy, 25(2).

Taubman, P. (2010). Alain Badiou, Jacques Lacan, and the ethics oI teaching. Education Philosophy and Theory, 42(2),
196-212.

Vescio, V., #oss, D., & Adams, A. (2008). A review oI research on the impact oI PLCs on teaching practice and student
learning. Teaching and Teacher Education, 24(1).

Also readings Irom IDEA.gov and corestandards.org

Potrebbero piacerti anche