Oct+4

October 4th Class Schedule and Notes

Goals


 * 1) Continue getting to know and trust one another
 * 2) Reflect on our observations about our placement schools
 * 3) Analyze our own school experiences through lenses derived from readings
 * 4) Hone critical thinking through collective discussion of several observations through the lens of our readings
 * 5) Identify key assumptions (in ourselves and in the readings) to be tested against data

Schedule of activities

 2:00 Review lenses from the readings

 To what extent does your **school**:


 * ====function as a democratic community, where decisions are made inclusively based on credible evidence, reasoning, and collaboration with others? (Meier 89-90) ====
 * ====allow students to witness teachers and parents engaged in democratic decision making: listening, speaking, arguing, making trade-offs and exercising judgment on important matters? (Meier 89-93) ====
 * ====provide students with extracurriculars and electives? (Meier 90) ====
 * ====teach skills to make students more peaceable? (Kohn 96) ====
 * ====use prison-like surveillance technologies to promote student safety? (Kohn 96) ====
 * ====focus on high stakes testing or on high quality learning and intellectual risk-taking? (Kohn 97-8) ====
 * ====allow forms of bullying? (Kohn 98) ====
 * ====<span style="font-family: Georgia,serif;">foster students' safe, meaningful relationships with each other and with adults? (Kohn 98) ====
 * ====<span style="font-family: Georgia,serif;">have "dedicated, energetic, skilled professionals who care deeply that all their students have access to the kinds of knowledge and opportunities that most middle-class white children take for granted"? (Chenoweth 102) ====
 * ====<span style="font-family: Georgia,serif;">function as "a family" for teachers? (Chenoweth 102) ====
 * ====<span style="font-family: Georgia,serif;">communicate high expectations for students' academic and professional achievement? (Chenoweth 103) ====
 * ====<span style="font-family: Georgia,serif;">discipline students with punishment or with encouraging kindness and engagement? (Chenoweth 104) ====
 * ====<span style="font-family: Georgia,serif;">provide teachers with time to meet together for data-driven, teacher-led professional development? (Chenoweth 104) ====
 * ====<span style="font-family: Georgia,serif;">seek data on why its parents do or don't attend outreach events? (Finders and Lewis 106) ====
 * ====<span style="font-family: Georgia,serif;">provide translation support for parents who speak a language other than English? (Finders and Lewis 108) ====
 * ====<span style="font-family: Georgia,serif;">ask parents about their funds of knowledge at home or tell parents what to do at home? (Finders and Lewis 108) ====
 * ====<span style="font-family: Georgia,serif;">empower parents to contribute 'intellectually to the development of lessons"? (Finders and Lewis 109, citing Luis Moll 1992) ====

<span style="font-family: Georgia,serif; margin: 0px; padding: 0px;">2:10 Sacred Writing Time

<span style="font-family: Georgia,serif; margin: 0px; padding: 0px;">2:30 Introductions with student teachers <span style="font-family: Georgia,serif; margin: 0px; padding: 0px;">How small or big is your school? What are your class sizes? Who or what greets students, faculty, parents, and visitors as they enter school?

<span style="font-family: Georgia,serif; margin: 0px; padding: 0px;">2:40 Discussion of the readings and your experiences