College of Education Learn. Lead. Inspire. Transform. Spring 2015 EDF 3604 Schools and Society Instructor: Lora Kosten Ph.D. Office: USFSM College of Ed USFSM at NP Office 209 Office:941‐426‐7783 Home 941‐488‐5182 Office Hours After Class or By Appointment Class Meets Thursdays 3:00PM‐5:50 PM/ USF SM at North Port (Section 529) North Port Room 205 This Gordon Rule course is for both education and non‐education majors. It fulfils a requirement for the Upper‐level Community Engagement and Diversity Pillar Course for non‐education majors and is required course for education majors. Recommended Text: Spring, J., (2014). American education (16th Ed). American education (15th Ed). New York, NY: McGraw‐Hill.
Rossiter, J. (2007). APA pocket handbook: APA rules for format & documentation. TaskStream Account/For Education Majors Only It’s impossible to talk of respect for students, for the dignity that is in the process of coming to be, for the identities that are in the process of construction, without taking into consideration the conditions in which they are living and the importance of the knowledge derived from life experience, which they bring with them to school. I can in no way underestimate such knowledge. Or what is worse, ridicule it. ~Paulo Freire In the above quote, Paulo Freire gets at the importance of respect and of context. Just as people believe and behave as a result of a complex set of environmental and biological interactions, schools operate in certain ways based on social, cultural, economic, and political foundations, contexts, and assumptions. In this course you will learn about these foundations of education and the ways in which they sometimes clash because of differing opinions. For instance, people hold strong and diverse opinions about the
purpose of education. Is it for social reproduction or social critique? Should it bring about assimilation of immigrants, or should it teach an appreciation for diversity? Course Catalog Description: Social, economic and political context within which schools function and the values which provide direction for our schools. In this section of EDF 3604, you will learn how to think critically about the institution of public education and social, political, economic, and corporate influences that affect its purposes. Critical pedagogy is about questioning statements and beliefs that we typically take for granted. It is also about taking contexts into account as we make judgments about issues. Take, for example, this statement: Standardized tests inform us about students who are understanding the curriculum and those who are not.” Really? What about bright students who have test anxiety? Students who grew up disadvantaged and are not familiar with the tennis jargon in a reading passage? What about those who are great at memorization, but do not comprehend what they memorize? This is the way in which we will approach challenges to the US educational system. The community engagement requirement will allow students to experience the complexity and reality of questions addressed in this course. Through these experiences, students will develop a deeper understanding of the unique elements important to various cultures, groups, beliefs, and/or practices. Course Topics: COURSE TOPICS: This course will cover the following content areas: 1. Purposes of education 2. Critical pedagogy
3. Social, historical, political, economic, and corporate influences on education 4. Global & ethical issues 5. Writing a Research Paper 6. Arts Integration Course Objectives: Develop skills and objectives for writing a research paper. Develop and awareness of the social, economic and political context in which schools function.
Engage in activities that address the importance of arts integration in education.
Develop skills and techniques for critically reflecting on issues in education. Use resources (not opinions) to argue your point. Participate in a diverse community activity. Create a presentation to further analyze a topic from the course content. Course Student Learning Outcomes:
We will learn about the challenges of education in the United States and debate the controversies. By the end of this course, you should be able to:
I. Outcomes addressing USFSM Pillars of Intellectual Engagement – Diversity: Students will:
1. demonstrate and integrate understanding of the complexity of elements important to various cultures, groups, beliefs, and/or practices,
2. define critical pedagogy and explain its importance to educational practice and respect for diversity, 3. discuss ways in which social class affects quality of education, 4. explain critical race theory and its repercussions in education, 5. argue positions of gender effects in the classroom, 6. describe problems, including bullying, faced by GLBTQ students; and 7. articulate other social issues in education, such as bilingual education, disability education, schooling for democracy, political effects, and media literacy. II. Outcomes addressing USFSM Pillars of Intellectual Engagement –Community Engagement Students will:
8. Students will demonstrate and integrate understanding of a societal issue as the result of engagement outside the classroom (literal or virtual),
9. Reflect on ways in which community experiences demonstrate the need for complex solutions in education practice, from local to global; and 10. Create a PowerPoint presentation on The Importance of Schools in Society and post for others to critique. Requirements will include peer response to the topic. FULFILLING ESOL REQUIREMENTS for Education Majors: This course will help you to fulfill the requirements for the following ESOL Performance Standards:
#2 Recognize the major differences and similarities between the different cultural groups in the United States #3 – Identify, espouse and reexamine cultural stereotypes related to LEP and non‐LEP students #4 – Use knowledge of cultural characteristics of Florida’s LEP population to enhance instruction #18 – Create a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students #22‐ Develop and implement strategies for using school, neighborhoods and home resources in the ESOL program) #23 – Identify major attitudes of local target area groups toward school, teachers, discipline and education in general that may lead to misinterpretation by school personnel; reduce cross‐cultural barriers between students and the school setting). PLAGIARISM SOFTWARE (if applicable) The University of South Florida has an account with an automated plagiarism detection service which allows student assignments be checked for plagiarism. I reserve the right to ask students to submit their assignments to Turnitin through Canvas. Assignments are compared automatically with a database of journal articles, web articles, and previously submitted papers. The instructor receives a report showing exactly how a student’s paper was plagiarized. PLEASE REMOVE YOUR NAME FROM THE BODY OF YOUR PAPER AND REPLACE IT WITH YOUR USF ID#. ALSO REMOVE YOUR NAME FROM THE FILE NAME AND REPLACE IT WITH YOUR USF ID# (e.g., “U12345678 Essay 1.docx”) BEFORE SUBMITTING IT TO TURNITIN. Pursuant to the provisions of the Family Educational Rights and Privacy Act (FERPA), students are requested to maintain confidentiality as a way to keep their personal contact information (i.e. name, address, telephone) from being disclosed to vendors or other outside agencies. By your submission, you are also agreeing to release your original work for review for academic purposes to Turnitin.
USFSM AND USF SYSTEM POLICIES A. Academic Dishonesty: The University considers any form of plagiarism or cheating on exams, projects, or papers to be unacceptable behavior. Please be sure to review the university’s policy in the USFSM Catalog, the USF System Academic Integrity of Students, and the USF System Student Code of Conduct. B. Academic Disruption: The University does not tolerate behavior that disrupts the learning process. The policy for addressing academic disruption is included with Academic Dishonesty in the USFSM Catalog, USF System Academic Integrity of Students, and the USF System Student Code of Conduct. C. Contingency Plans: In the event of an emergency, it may be necessary for USFSM to suspend normal operations. During this time, USFSM may opt to continue delivery of instruction through methods that include but are not limited to: Canvas, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Canvas site for each class for course specific communication, and the main USFSM and College websites, emails, and MoBull messages for important general information. The USF hotline at 1 (800) 992‐4231 is updated with pre‐ recorded information during an emergency. See the Campus Police Website for further information. D. Disabilities Accommodation: Students are responsible for registering with the Office of Students with Disabilities Services (SDS) in order to receive academic accommodations. Reasonable notice must be given to the SDS office (typically 5 working days) for accommodations to be arranged. It is the responsibility of the student to provide each instructor with a copy of the official Memo of Accommodation. Contact Information: Disability Coordinator, 941‐359‐ 4714, [email protected], http://usfsm.edu/disability‐services/ E. Fire Alarm Instructions: At the beginning of each semester please note the emergency exit maps posted in each classroom. These signs are marked with the primary evacuation route (red) and secondary evacuation route (orange) in case the building needs to be evacuated. See Emergency Evacuation Procedures. F. Religious Observances: USFSM recognizes the right of students and faculty to observe major religious holidays. Students who anticipate the necessity of being absent from class for a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second week of classes.
Instructors canceling class for a religious observance should have this stated in the syllabus with an appropriate alternative assignment. G. Sexual Misconduct/Sexual Harassment Reporting: USFSM is committed to providing an environment free from sex discrimination, including sexual harassment and sexual violence (USF System Policy 0‐004). The Counseling and Wellness Center is a confidential resource where you can talk about incidents of sexual harassment and gender‐based crimes including sexual assault, stalking, and domestic/relationship violence. This confidential resource can help you without having to report your situation to either the Office of Student Rights and Responsibilities (OSSR) or the Office of Diversity, Inclusion, and Equal Opportunity (DIEO), unless you request that they make a report. Please be aware that in compliance with Title IX and under the USF System Policy, educators must report incidents of sexual harassment and gender‐based crimes including sexual assault, stalking, and domestic/relationship violence. If you disclose any of these situations in class, in papers, or to me personally, I am required to report it to OSSR or DIEO for investigation. The Deputy Coordinator for USFSM is Mary Beth Wallace, AVP for Student Enrollment, Engagement and Success, 941‐359‐ 4330 or [email protected]. Campus Resources: Counseling Center and Wellness Center 941‐487‐4254 Victim Advocate (24/7) 941‐504‐8599 List of off‐campus resources: Hope of Manatee: 941‐755‐6805 Safe Place & Rape Crisis Center (SPARCC) – Sarasota: 941‐365‐1976 First Call for Help‐ Manatee: 941‐708‐6488 Sarasota & North Port 941‐366‐5025 Manatee Glens: 941‐782‐4800 H. Web Portal Information: Every newly enrolled USF student receives an official USF e‐mail account. Students receive official USF correspondence and Canvas course information via that address. CANVAS USE:
The class syllabus is posted in Canvas, an online course management system. In this class Canvas will be used for uploading assignments, online discussions, course documents and announcements. Please check Canvas at least three times per week. Information on how to use Canvas is available at: http://usfsm.edu/information‐ commons/student‐resources/ All the tutorial are located at that website. Or if you want to give them the link, here they are: https://training.instructure.com/courses/347469/ http://guides.instructure.com/m/4212 Blackboard Collaborate: Audio Video Panel Audio Setup Wizard Chat Guide Participant Guide Participant Panel iOS User Guide Additional Canvas assistance is available at (813) 974‐1222; toll free at (866) 974‐1222; or by Email:[email protected] support is available at: http://it.usf.edu/help COMPUTER LAPTOP USE (suggested) USFSM requires all students to have laptops that can be brought with them to class. Laptops will be permitted for the review of materials posted on Canvas or for impromptu research. More about EDF 3604:
Both original No Child Left Behind (NCLB) legislation and Education Secretary Duncan offer substantial comments about “highly educated teachers.” An article in the Nov. 30, 2009 Education Week states, “The secretary made it clear that teacher quality is going to play a central role in the ESEA reauthorization” (Klein, 2009). Teachers and other workers must have excellence in terms of academic skills. That includes attendance, appropriate participation, assignments completed on time, critical analysis of reading assignments, and writing excellence. These will all play into final grades.
Reading assignments:
You will typically read 25‐50 pages each week. Please read the assignments critically; do not just skim them or come to class saying “I didn't get it.” At upper undergraduate course levels, students are expected to analyze what they read and to some to class prepared to discuss and respond to the readings. As they accumulate over the weeks, think about ways in which they complement and contrast other course readings and readings from other classes. When you do not know terms or events mentioned in the readings, look them up! This will make you an active learner and make the course more valuable to you. Writing assignments: This is a writing intensive course, and you will be turning in informal writing work as well as formal partial drafts and a final research paper of 12‐18 pages. I ask for a draft of two out of four sections of your research paper. Time does not allow for me to grade a draft of each of the four sections, nor a revision of a draft I already graded – if I did for one, I would have to be prepared to do for all, and there is not time. I spend hours on the drafts I grade, and I expect those comments to work as scaffolding for you to edit and to do a good job on the two sections that I cannot read prior to the final paper. You have other resources available to you: the Writing Center ([email protected]) and Information Commons. Our library provides an Information Commons on the second floor of the main rotunda in Sarasota. Hours: Mon.‐3:00 pm‐5:00 pm, Tues.‐11:00 am‐2:00 pm, Wed.‐3:00 pm‐6:00 pm and Thurs.‐11:00 am‐1:00 pm. Students in North Port may contact Diane Fulkerson for online assistance. [email protected] These are excellent resources – use them!
If you have not been adequately prepared for upper level undergraduate writing assignments such as never been asked to write a research paper prior to a junior/senior level university course, it is not your fault. But this is certainly a reasonable expectation for students in an upper‐level undergraduate university course. Papers must be presented in APA documentation style, which is the appropriate style to learn for any social science course. If you are having difficulties beyond what time I can devote to writing in class, make an appointment with the Writing Center on paper development/organization/etc., and/or meet with our librarian to assist you with your research. All College of Education courses require students to use proper APA documentation style when preparing papers. Resources for this documentation style include: Rossiter, J. (2007) APA pocket handbook: APA rules for format & documentation. Available at the USFSM Bookstore APA Style Samples:
http://guides.lib.usf.edu/content.php?pid=69952&sid=517795 The Owl at Purdue: http://owl.english.purdue.edu/ (students find this site to be informative and user friendly) Our librarians are a wonderful resource; have them assist you in using Ref Works; this is a system that will automatically format references in APA or other documentation styles. Criteria for written assignments: When asked to analyze or evaluate, be specific. Also, remember that a summary is not an analysis. If you are not sure of the difference, check a good book on writing styles or talk with me. "A" papers make solid associations between ideas and experiences. They offer insight into the concepts being explored. They offer new ideas or new perspectives on old idea. It is assumed and expected that your papers will: Demonstrate a command of grammar and mechanics. Include a thesis, well‐developed paragraphs, and smooth coherence as you move from one idea to the next. Substantiate your ideas with examples. Be handed in only after careful proofreading and with errors cleanly corrected on the final copy.
Format for Papers: Typed, double‐spaced, 12 point Times Roman font, left‐hand alignment (NOT justified, please!), carefully proofread. The best advice I can give you: do not write the paper the night before it is due. You will not have time to do the most important element of writing, which is editing and proofreading, and it will show. Canvas Use: The class syllabus is posted in Canvas, an online course management system. In this class, Canvas will be used for all communications, assignments, discussion postings, and grading. If you are not familiar with Canvas, please seek assistance. Canvas Support is available through USFSM E‐Learning staff from 9am to 5pm Monday through Friday. Please call 941‐359‐4215. The USF Tampa IT Helpdesk provides 24 hour support for Canvas. Please call 813‐974‐ 1222 or email: [email protected] if you need assistance outside of USFSM’s E‐Learning hours. Additionally, Canvas tutorials can be found in the Student Quickstart Guide at http://guides.instructure.com/m/8470
Class Participation:
This syllabus explains the written and oral assignments for the class. Additionally, of course, you are expected to attend classes (or participate in Canvas discussions when there is no live class for the week), as this demonstrates not only respect for your instructor, but also for your classmates who will contribute valuable information to discussions. Class attendance/participation is considered for part of the final grade. You may receive one excused absence and a reduction of 5 points for all other absences. You will be required to set up a meeting with me if you reach two absences. Critical Tasks: Assignments designated as Critical Tasks must receive a passing grade in order to pass the course. If you turn in an assignment that receives an unsatisfactory grade, you will be required to redo the assignment. Your initial grade on the assignment will be used to compute your final grade for the course. The Critical Tasks for this course is the Research Paper.
TaskStream is a web‐based electronic portfolio required of all students in College of Education (COE) programs. TaskStream enables students to build media‐rich online portfolios showcasing learning achievements, which can be shared with peers, instructors, parents, and employers. Further, it provides a way to submit documents, called Critical Tasks, to instructors for feedback and assessment. The COE uses these assessments to evaluate candidate progress toward meeting standards set by the Florida Department of Education, by the faculty, and by professional organizations. Further, the COE analyzes data from the assessments and uses the data for program planning in order to ensure continuous improvement. Essential Assignments: These assignments; the News Report, Bureaucracy Activity and Diversity Activity have been aligned with the Florida Educator Accomplished Practices and ESOL standards. I look forward to classroom discussions in which all students participate. Often there are students who dominate the conversation; if you are one, please monitor yourself! I will encourage everyone to speak in class; we learn best when we hear a diversity of opinions. If you disagree with a reading or class conversation, speak up! Contrasting opinions create more interesting classes. We all forget at times, but try to remember to turn off your cell phones (unless you have a reason for keeping it on), and laptops may be used for reference to course materials or by directive of the Office of Disability Services. It is disrespectful to be checking email and websites during class time. Remember that this is your time to be creating effective habits of mind for teaching.
A Final Important Note:
This course may cause you to question your opinions, or at times make you angry, defensive, or even confused about your values or beliefs, then I am doing my job. Social Foundations is not an easy course. It will insist that you look at inequities and injustices, Expect to be provoked. In fact, remember that you have no idea about the diversity of the students in our classroom at USF. Expect that you are among people of diverse religions, sexuality, upbringings, ethnicities, and beliefs. Remember this as you make remarks in the class. I will do my best to create an environment that is safe for expressing viewpoints. I will ask you to do the same. I begin this syllabus with a quote from Paulo Freire about respecting students. I expect that respect to be reciprocal. Frequently I get end of semester requests to make up work from the early months of the semester, to grade extra revisions, and to offer last‐minute extra credit. My urgent recommendation to you is to do your work on time and do it well. Don’t write drafts and papers at the last hour and expect that they will get the highest grades. Don’t expect me to show you the mistakes and then be allowed to correct what I have already corrected to receive a higher grade. If a true emergency comes up, let me know right away, and give me documentation.
Details on Assignments: Written assignments will be uploaded to Canvas and all assignments must be posted/presented on due dates; credit will not be given to work that is late. Details on Assignments Oral assignments:
News Report (Essential Assignment): You will present a 10 minute report of current educational news or news that may affect the classroom. It could be local, state, national, or international news, and you will discuss ways in which the news reflects issues and problems that we have covered in class. Be creative. “Teach” the news, but respect your time limit. PAY CLOSE ATTENTION to the guidelines on Canvas. I want to see an effort in making social connections beyond reading a news article. (05 points; due dates vary)
Bureaucracy activity (Essential Assignment): (role play) (05 pts;). Your group will be required to research an authentic case study or scenario that your group can play out for
the class based on a media story about a school or district, showing how the bureaucratic structure of schools supports and/or creates difficulties in solving the problems encountered in schools. Set the role play up as a town meeting. Likely roles will include one or more teachers, a principal, superintendent, one or more school board members, one or more parents, and one or more students. Humor is allowed, but please be respectful. Written assignments: Canvas Discussions (16 pts. Total/4 Pts. each ). Write a personal reflection on what you learn from and think about the concepts on selected assignments from community engagement (and/or videos) and respond to two classmates on their reflections. Initial posting – about two paragraphs; responses one paragraph. Four Points will be designated per assignment. Due Dates: Feb 12th and 26th, Mar 26th and Apl 23rd.
Community Engagement (4 Pts.) You will be required to interview a k‐12 public school teacher for 45‐60 minutes and discuss what the teacher sees as the three most critical issues in education today and how the schools should address these issues. Next, in a short essay of 300‐500 words, describe the community engagement
activity enabled by this course, and discuss insights related to diversity understand that the experience provided you personally, conclude by identifying what you feel will be your most lasting impression from the experience.
Upload to assignments and see rubric in Canvas. Due April 3rd
Diversity activity (Pillars Assignment) (10 points). Be uncomfortable in your skin! Go somewhere that your personal values or comfort zone would not typically take you: a Republican rally if you are a Democrat (or vice versa), a religious service that differs from your own personal practices, a place where your native language is in the minority, a homeless shelter, etc.,we will brainstorm ideas in class. Based on this experience and our course readings, In a short essay of 300‐500 words, describe the manifestation of human diversity explored in this course, and discuss what you feel are the most important understandings related to diversity that you
learned, explaining their significance in relation to the issue. Upload to
assignments and see rubric in Canvas. Due March 26th.
Rough drafts (05 pts each/10 pts. total). You will hand in a draft of two sections of the case study, including documentation. First draft will be any one of the first three sections; second draft, any one of the three not handed in previously. Use resources – class materials and/or outside references for both drafts. Each draft must contain in‐text citations along with a reference page. Due Jan 29th and Feb 12th.
Research paper (Critical Task) (25 pts.) This assignment is a departmental requirement for all EDF 3604 students. This will be gone over carefully in class, with several opportunities for discussion and explanation. I require a minimum of 8 reference citations (at least 3 of which are peer reviewed) in addition to course materials (those being from Sources or other readings I assign for class discussion). I will provide training in finding peer reviewed articles during one of our classes. This assignment must be uploaded to TaskStream. Research paper is Due March 12th/Do not upload to TaskStream until
permission is given by Instructor. Course Reflection via PowerPoint Presentation (10 Pts) Pretend that you have been asked to give a presentation about The Importance of Schools in Society Schools to a group of community members. This presentation should represent what you have taken away from this course through research and class discussions and also opinions of community members. Due April 16th. See guidelines in Modules. TaskStream/for Education Majors Only is a web‐based electronic portfolio required of all students in College of Education (COE) programs. TaskStream enables students to build media‐rich online portfolios showcasing learning achievements, which can be shared with peers, instructors, parents, and employers. Further, it provides a way to submit documents, called Critical Tasks, to instructors for feedback and assessment. The COE uses these assessments to evaluate candidate progress toward meeting standards set by the Florida Department of Education, by the faculty, and by professional organizations. Further, the COE analyzes data from the assessments and uses the data for program planning in order to ensure continuous improvement.
Once your assignment is in your portfolio, it will be assessed using a rubric. You must earn an average score of 3 or better on the critical task and have it uploaded to TaskStream in order to pass the course. TOTAL ORAL POINTS: 10 possible points/News Report/05 Pts.‐Bureaucracy Activity/05 Pts. TOTAL WRITTEN POINTS: 75 possible points/Research Paper‐25/2 Draft Sections 05 pts each‐10 total points/Discussion Board 20 possible points/Diversity Activity 10 Pts/Course Reflection/PPt 10 Pts. Questions/ Class attendance/participation: 15 possible points. TOTAL POSSIBLE POINTS: 100 GRADING:
97‐100 A+ 94‐96 A 90‐93 A‐ 87‐89 B+ 84‐86 B 80‐83 B‐ 77‐79 C+ 74‐76 C 70‐73 C‐ 67‐69 D+ 64‐67 D 60‐63 D‐
NOTE: This syllabus may be modified during the course of the semester. If it is, the changes will be published via Canvas announcement, USF email, or both.
Week by Week/Spring 2015/Subject to Change
DATE READING/CLASS DISCUSSION ORAL/WRITTEN ASSIGNMENT Session 1: Jan 8th Course Introduction The Goals of Schooling Chapter I: History and Political Goals Chapter 2: Social Goals Chapter 4: Economic Goals (pgs. 81‐89) *Individual News Reports: These will be presented ongoing throughout the semester beginning at our third session. 2: Jan 15th Review of Research Paper Discussion of : Critical Analysis of Differing Perspectives and Bureaucracy, Diversity, and Ethical Analysis and Applications Review : State of Florida/Code of Ethics for Teachers Library Information/Plagiarism
Be sure you have selected a topic for your research paper and be ready to share it in this class session. We will spend time brainstorming how to best address each required section of this assignment. 3: Jan 22nd Education and Equal Opportunity Chapter 3: Title I Schools, At‐Risk Students Video on Education/Part I 4: Jan 29th
Human Capital, Global Economy, and Preschool
Chapter 4: Childhood Poverty, Family Engagement, The Perry Preschool Study
Draft of One Section of Research Paper is Due 5: Feb 5th Equality of Educational Opportunity Chapter 5: Race, School Segregation, Students with Disabilities Guest presenter: Read Articles: A Trial Separation and Gender Friendly Schools Read Article: The Ways of the World 6: Feb 12th Independent Work Session/At‐home
Watch Videos and Post a Reflection on Discussion Board No Class Session Draft for Another Section of Research Paper is Due Watch: Bang, Bang You’re Dead A Class Divided
Complete First Discussion Board Posting 4Pts.
7:
Feb 19th
Social Issues in Education‐school violence, drug abuse, sexuality, out‐of‐school child supervision, bullying, online issues, etc.
Discussion of Videos
Discussion of Diversity Activities Student Diversity
Chapter 6: Educational Experiences of Immigrants to the United States Video on Education/Part II 8: Feb 26th Multicultural and Multilingual Education Chapter 7: Cultural Differences, Multicultural Education, Bilingual Education
Second Discussion Posting is Due (4pts.) 9: Mar 5th Spring Break/No Class 10: Mar 12th
Local Control, Choice, Charter Schools and Home Schooling Chapter 8: Charter Schools, Commercialism in Education, Home Schooling Research Papers Are Due 11: Mar 19th The Profession of Teaching Chapter 10: Teachers Unions, Teachers’ Rights and Responsibilities Guest Speaker March 21st, Last Day to Withdraw Without Academic Penalty 12: Mar 26th Globalization of Education Chapter 11: Becoming a High‐Quality Teacher in a Changing World Guest Speaker Prepare for Bureaucracy Presentations Review of Diversity Activities Plan for Bureaucracy Activities
Reflection from Diversity Activity is Due
13: Apl 2nd
Online/At‐Home Work Session
Chapter 9: Federal, State, and Local Education/Policies and Initiatives No Class Session Third Discussion Posting is Due (4pts.) Community Engagement Essay is Due 14:
Apl 9th Review of Federal, State and Local Policies Review of Research Papers Review Final Reflection Assignment 15: Apl 16th Review of Research Papers Continued Arts Integration Activity Bureaucracy Presentations PowerPoint Projects are Due 16: Apl 23rd Arts Integration Activity Continued Bureaucracy Presentations Final Reflection/PowerPoint Presentations Last Discussion Posting is Due (4 pts)