Transcript Presentation of Current Research

AILACTE Annual Conference, 2013
Orlando, FL
Panel Participants
 Michael R. Hillis, Pacific Lutheran University: Moderator & Opening
Comments
 Barbara E. Kennedy & Verna J. Lowe, Asbury University: “All children
are sacred: An educator dispositional fit”
 Mariana Robles-Dalany, California Lutheran University: “How can
universities help teacher candidates develop an understanding that all
children are sacred?”
 Kathlyn Mickel & Amy Lavold, Pacific Lutheran University: “A
responsive partnership model: Overriding tradition”
 Frank M. Kline, Pacific Lutheran University: “The beloved community:
An administrator’s perspective”
The Immergence of this Theme
 Hillis, M.R., & Woolworth, S. (2008). If Dr. King were a
principal: Building the 'beloved community' in
schools. Democracy & Education, 18(1), 9-15.
 Theme issue on school violence
 We attempted to imagine the way Dr. King would build a
school culture using the premises of his “beloved
community”
 The premise here was that in schools that often have
cultures of anonymity, which may subsequently give rise
to student dislocation, we needed to take a more holistic
approach to build healthy school communities.
Development of the Beloved Community
 While there are many facets that could be explored
within this topic, let me provide two ideas that are
central to its establishment
 Two Premises (Gary McNeil)
 Love


“The dream of a kingdom on earth is driven by love to create a
world as it should be” (McNeil, p. 7)
 Not settling for the status quo
King’s conception of love as agape is his premise that this form
of love is “understanding, creative, redemptive goodwill for all
men” (Kenneth B. Clark Interview, 1991)
Development of the Beloved Community
 Power


“Alongside the dream of love, there are acts of power. In the
world as it is, Dr. King recognized that you had to create this
kingdom, that unjust power had to be challenged by just
power” (McNeil, p. 7)
 Love needs to be expressed in specific action
As King wrote: “We’ve got to get this thing right. What is
needed is a realization that power without love is reckless and
abusive, and love without power is sentimental and anemic.
Power at its best is love implementing the demands of justice,
and justice at its best is power correcting everything that
stands against love” (Where do We Go from Here?).
Martin Luther King, Jr., the Beloved
Community, and Personalist Theology
 A second conceptualization I’ve recently written about is
the personalist theology undergirding King’s (in press for
Summer, 2013 Religion & Education)
 Implications of personalist theology for education
 “Centrality of Personhood”
 Personalism dictates to us a way of living – affirming each other’s
dignity, worth, and sacredness
 “Personalism & Freedom”
 Crosby (2000): “If we are really going to respect persons, then we
must step back from them, take our heavy hands off them, and let
them be”
 “Personalism as Relational”
 A personalist orientation pushes us to actually live for others
ALL CHILDREN ARE SACRED: AN EDUCATOR
DISPOSITIONAL FIT
Presenters:
Dr. Barbara E. Kennedy
Dr. Verna J. Lowe
Using Dispositions to Build Beloved
Communities
Setting: Asbury University
Asbury Cultural Quick Facts
 Asbury School of Education Mission:
•
•
•
•
•
•
•
•
…to facilitate the preparation of professional educators who embody worldclass academic excellence, spiritual integrity, and servant leadership.
Educator Preparation since 1925
NCATE (CAEP) and SACS accredited
Faith-Based; Non-denominational
Offers 42 certification areas
Views teaching as a “calling”
AACTE Dispositions Award 2005
Revised Assessment Process for graduate candidates 2006
Clinical Based Program Redesign Spring 2010
New Challenges
 Differentiation of leadership roles in education
 21st Century learner…
-revolution in technology, globalization,
-diversity, shift in methodology due to
shift in learners
 KY Senate Bill One: Unbridled Learning
 National and State Core Standards
Teachers as Leaders-Graduate Students
“Educators who use their expertise to improve
student learning by building Beloved
Communities (Communities of Professional
Learners) in these ways:
 Strengthen the culture of the school;
 Improve the accountability in the school;
 Collaborate inside and outside the classroom in formal
and informal ways;
 Augment the professional skills of colleagues; and
 Plan strategically for school improvement.
Building Beloved Communities
1.
2.
3.
Program
Cohort – based
AU Wide World
Two Foci:
1.
2.
4.
2.
3.
4.
360-Degree Assessment
1.
2.
3.
5.
6.
Teaching & Learning
Dispositions
1.
Know thyself-self
assessment
AU faculty assessments
P-12 community
assessments
Problem of Practice Focus
Action Planning
5.
6.
7.
P-12 Community
Collaborators with teachers
& administrators
Reflective teacher & learner
Ethic of care for students
Distributed, shared
leadership model as heart
of 21st century
Coaching as a skill
Directed to school wide
improvement
Emphasis on Differentiation
& RtI
Standard XI
Asbury’s Dispositions and Indicators
Moral and
Ethical
Integrity
Demonstrated by:
Compassion
& Respect for
Others
Demonstrated through:
Personal and
Emotional
Wellness and
Vitality
Demonstrated through:
• Sensitivity by interpreting situations & becoming aware of how we affect others.
• Judgment through making decisions about which actions are right and wrong.
• Motivation through prioritizing moral values over personal preferences
• Character through strength of convictions, persistence and the will to overcome.
• Caring behaviors, advocating, accessibility, & other-oriented decisions.
• Equitable treatment, acceptance of diversity, & openness to other
perspectives.
• Interpersonal behavior (intelligence) that demonstrates “the capacity to
understand the intentions, motivations, and desires of other people.”
• Self-knowledge; discerning one’s beliefs, desires, fears, and capacities
• Emotional resilience, perseverance, appropriate expression of emotions, stress
management, versatility, and adaptability to demands.
• Understanding of personal worth & commitment to a balanced, healthy lifestyle.
Standard XI
Asbury’s Dispositions and Indicators
Passion for
Teaching
Demonstrated through:
• A contagious love of learning.
• A positive attitude and work ethic.
• Motivation and engagement of students in the learning process.
Spiritual
Sensitivity
and Purpose
Demonstrated through:
• Living the examined life, discerning calling and developing a personal
vision.
• Acting upon one’s spiritual vision and call
• Guiding the student’s search for meaning (exploring existential questions).
Program Elements
Intentional
Curriculum
P-12 Codesign & Codelivery
Dispositions
Beloved
Community
Result = An “Ethic of Care”
Mariana Robles-Dalany, Ph.D.
Graduate School of Education
California Lutheran University
How Do We Learn What is Sacred?
Mosaic of Images Found on the Web (2013). Mars Hill College.
Retrieved with permission from Rel 450: Senior Seminar.
http://users.mhc.edu/facultystaff/mbaldwin/REL450
The Role of Teaching
Students do not necessarily enter teacher preparation
programs with an innate awareness of children as
sacred beings or the classroom as a community
where each member’s mind, body and soul are
nourished through learning and being.
The Role of Teaching
This asks more of teacher preparation programs than
working with students toward creating a solid
foundation in theory, pedagogy and practice…more
than equipping candidates with the skills to meet
state standards and pass performance
assessments…
Modeling Beloved Communities in the
Liberal Arts Setting
…where members are sacred, free
and interdependent on one another.
…where partnerships are established
between teacher preparation faculty
and content area faculty.
Including Beloved Communities in a
Conceptual Framework for Teacher Education
Starting with the
Student
Synthesizing
Learning, Vocation
and Service
Expanding Social
Consciousness
Developing Self
Efficacy
Understanding
Multiple
Perspectives
Including Beloved Communities in a Conceptual
Framework for Teacher Preparation
Synthesizing
Learning,
Vocation and
Service
• Student
Teaching
Assignments
Expanding
Social
Consciousness
• Creating a
caring and
free classroom
community
• Working for
social justice
The Student
• Guided
exploration in
self-discovery
Developing
Self-Efficacy
• Foundations
in Theory,
Pedagogy and
Practice
• Fieldwork
Understanding
Multiple
Perspectives
• Intercultural
Proficiency
• Children as
Sacred
“Keep me away from the wisdom which does not cry, the
philosophy which does not laugh, and the greatness which
does not bow before children.” Kahlil Gibran
Kahlil Grbran quotation. Retrieved from Quotationsbooks.
http/quotationsbook.com/quote/41592/CachedSimilarShare
K/1 Students at El Centro Summer School in the Park, Pasadena, Ca.
Kathlyn Mickel
Director of Field Experiences
Amy Lavold
Visiting Clinical Instructor
Pacific Lutheran University
This We Know:
 The cooperating teacher is the most critical
individual in the candidate’s experience
 School – University partnerships are the most
reliable way to find and secure the best
cooperating teachers
 Partnerships must endure the test of time and
changes
This We Believe:
 The University has the responsibility to serve
the school community
 The University can benefit through partnerships
that prioritize school/district goals
This We Believe:
 Every school is cherished community of learners
with:
Valued and beloved children
 Innovative leaders
 Talented professionals
 Unique Identities with specific goals and
priorities

Therefore, We Created:
 Symbiotic Partnerships
 The school needs, hopes, and dreams begin the
conversation
First We:
 Identify projects that need support

Mentor project

Montessori Academy

Implementation of Danielson
Then We:
 Discern where the University can help

Professional development

Facilities, shared assets

Collaboration of tools, trainings
What We’ve Learned:
 The relationship between school/district and the





University is stronger and long lasting
Honest conversations about candidates and
cooperating teachers are frequent
Problems are resolved quickly with less “drama”
School personnel feel valued by the University as a
vital part of the training team
Mutual projects add momentum to the school and
University
Placements with Cooperating teachers are usually
secured, but not always
A working example:
Lincoln Center: A Partnership Instruction Model
Meeting the Needs of Diverse Students
 City Search
 Observation with debrief
 Student interviews
 Carefully selected readings
Addressing the Risk
 Co-teaching
 Structured differentiation
 Intentional support
 Co-teaching
 Structured differentiation
 Intentional support
Value Added for All
 More hands and eyes in the classroom
 Small group instruction
 Teacher leadership
 Sustainability
 School/community specific training
Stage
Introductory Stage
Description
Intentional
Training
Cooperating teacher is primary instructor, intern is observing,
Systems and Strategies
Focus
Assessment Focus
Intern is learning classrooms/school systems and strategies.
Planning Stage
Mentor teacher guides and instructs in full day lessons, intern plans 50%
of the school day. “Immersion teaching” & “pendulum teaching” .
Intern begins and ends class while mentor teacher is not present.
Mentor teacher works with small groups during large group instruction.
Transition focus
Mentor teacher guides the intern in assessment work
Classroom management
focus
Full responsibility stage
Intern teacher is doing 100% of planning and mentor teacher is the
“assistant” in the class.
Intern has full responsibility for all planning and teaching, Mentor
teacher can assume leadership roles outside the class or focus on
intervention instruction for small groups.
Phase out stage
Intern returns responsibility to cooperating teacher keeping just one or
two classes. Intern learns about large scale assessment and data, and
engages in whole school/community support
Frank Kline, Dean
Pacific Lutheran University
Context
 What would the three attributes of a Beloved
Community look like from an administrative
perspective?
 What can an administrator do to encourage a Beloved
Community in his/her unit?
Sacred Nature of the Individual
 Philosophically rooted in a concrete idealism
expressed through personalism
 “There is no theme more prominent in King’s thought
than the inherent dignity and worth of personality.” (p.
111)
 Bowne, Brightman
 Rooted in religious perspective of “imago dei”
Administration of the Sacred Individual
 Administrator has two tasks
 Arrange for the “task” to be completed
 Care for the individual(s) working on the task.
 Concept of vocation
 Buechner’s definition—”Where your deep gladness and
the world’s deep hunger meet.”
 Operates on two levels


Administrator
Staff/faculty
 Evaluation of individuals
Environment of Freedom
 Corollary of personalism
 Three elements
 Ability to weigh opportunities
 Possibility of making a choice
 Acceptance of responsibility
 Two aspects
 Personal
 Environmental
Administering Freedom
 Providing choices for the individual
 Negotiation of tasks
 Collaborative approach to work
 Supportive atmosphere
 Freedom of environment—Resources necessary to do a
task
 Skills
 Tools
Interconnectedness of Individuals
 Personalism and imago dei
 An inseparable connection between the personal and
social aspects of life. (p. 121)
 Grounded in the nature of the divine personality
 Reflected in the social nature of humans
 Hegel—dialectic tool (not the worldview)
 Thesis
 Antithesis
 Synthesis
Administrating Interconnectedness
 Teleology
 Movement from ___ to ____
 Mission as a statement of the coherent end
 Egalitarian atmosphere
 Dignity of all persons
 Distinction between levels of responsibility
 Managing conflict
 Hegelian synthesis
 Taking it serious
Questions?