Page Comparison

Navigation short-cut: Session jump by number

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• Reading
  
  • Tierney, 2013
  • Christenson, 2004
  • White et al., 2005
  • (browse online bookmarks list: http://delicious.com/tchammond/TLT404)
  • Grant & Ray, Ch. 1 
• Assignments
  
  • WTL
    
    • In CourseSite, post to class forum (and update your profile with a current pic)
    • Start your individual thread and share it to my gmail address. In your first post, please briefly summarize the prior experiences you have had (if any) in diversity / multicultural ed. Did you take a course? Have a class session focused on identity, culture, or privilege/oppression? Attend a workshop? It doesn't matter if this was in college or in your K-12 experience. Out of these experiences, what worked for you or didn't work for you? What insights did you gain (if any)?
  • Bring in an artifact for your personal sharing. (For example, I’m posting a URL to my flickr feed)
  • Start working on Self-in-Context assignment
  • Please let me know if you have any contacts with traditionally underserved families that might agree to participate in the Family & School Interview project. Just fill out this form. (If you have more than one contact in mind, you can fill it out multiple times.) Thanks!

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During class: Movie night! Seeing Waiting for Superman -- either meet in Iacocca Hall, E-104 at 7:00 and we'll go down as a group, or just meet us at 7:30 in Packard 416. Please RSVP ahead of time via http://bit.ly/WFS2015. If you've seen the movie already: You don't have to see it again, unless you want to. We'll just catch up with you next week. If you want to use this movie as the source material for your Vicarious Experience of Diversity, feel free!

After class

• Reading
  • To prepare for our next class session, if you haven't already, please read Lois Gould's Story of X.
• Assignments
  • (I will post a forum for class discussion / interaction following the movie and the Q&A session. If you didn't join us for the showing and the discussion, you can skip this forum task.)
  • Work on Family & School Interview and your Field Experience paper

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• Housekeeping
• Conceptual work
  • First, we'll finish off what I didn't get to last week, starting with the Sheltered Instruction activity ("Flipping the script," above)
  • New material: Mandated reporting, diversity
    
    • We'll start by looking at Pennsylvania's Code of Professional Practice and Conduct for Educators. Note particularly the sections on "Relationships with Students" and "Professional Relationships" (particularly part 5)
    • Next, let's look at PDE's running log of certificate actions
    • The take-away from looking at these: 
      • As a teacher, you work within a legal framework, and
      • There are some bad people out there...and some of them are teachers. (Same goes for police officers, doctors, taxi drivers, etc etc etc – I'm not singling out teachers)
    • What is mandated reporting? What do you already know about it? What training or information have you already received about it? 
    • Some resources on mandated reporting
      • FAQ about mandated reporting: http://www.pa-fsa.org/Mandated-Reporters/Understanding-Mandated-Reporting/Frequently-Asked-Questions
      • PSEA summary of recent legislation on mandated reporting: https://www.psea.org/uploadedFiles/PupilServices/NewChildAbuseLaw-ReportingReqs.pdf
      • Pennsylvania Code governing child abuse reporting: http://www.pacode.com/secure/data/049/chapter42/s42.42.html
      • Website for reporting: https://www.compass.state.pa.us/cwis/public/home; sample form for reporting child abuse: http://ohr.psu.edu/assets/hr-professional/forms/CY47Form.pdf
      • Further training
        • For those of you headed into intern teaching, you'll receive a 3-hour, face-to-face training there
        • For those in the workforce, you may have received training already. If you haven't yet – you will!
        • You can also do a approved online training. (It results in a certificate.) Here is one from Pitt: https://www.reportabusepa.pitt.edu/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_2_1
    • Examining some scenarios
    • What are the implications for teachers / schools working in diverse situations? Consider issues of gender, social class, religion, culture, language, etc. 
• Closure

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• Reading
  • Follow up on 
• Assignments
  • If you haven't already, turn in your F&S interview and fieldwork papers!
  • Complete and turn in your Teacher Resource project

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