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EDMC 532 Teacher As Leader: Issues To Advocacy

Spring 2013


Tuesdays 4:45-7:25P
1/29, 2/12, 3/5, 3/19, 4/9


ATC 242


Lynne R. Yeamans, EdD

Office ATC 227


Catalog description:
This course addresses the critical social, economic, political and socio-cultural
issues challenging educators and society today. Issues are examined from a
variety of vantage points, including theoretical underpinnings, research findings,
and the position taken by professional organizations. Students are expected to
articulate a personal position on critical issues and to practice school leadership
and community advocacy on issues of concern.
Text: Grubb, N.W. & Tredway, L. (2010) Leading from the inside out: Expanded
roles for teachers in equitable schools. Paradigm Publishers. Boulder CO
Tatum, B.D. (2006) Can we talk about race? Beacon Press. Boston MA
As a result of the growth of English Language Learners in the state of Massachusetts, all initial licensure candidates
are now required to complete state approved SEI training. To meet this requirement, the College of Education and
Allied Studies will assess candidates for initial licensure (Teacher and other School-Related Personnel) on state
approved SEI Subject Matter Knowledge using the specific indicators outlined by the Massachusetts Department of
Elementary and Secondary Education.
All candidates must complete, sign, and submit the SEI acknowledgement form to the Office of Educator Licensure
with the application to the Professional Educator Program and or the Student Teaching Application.

CEAS Dispositions
1 Exhibits sensitivity to community and cultural norms while
recognizing individual differences and experiences.
2 Demonstrates a willingness to work with other professionals and
members of the community to improve the overall learning
environment for students.
3 Establishes a positive classroom climate and contributes to a
positive school climate by engaging in appropriate professional
and supportive practices for self and colleagues.
4 Appreciates and respects individuals and their rights to privacy and
confidentially of information.
5 Provides fair and equitable access to all learners and exhibits
personal integrity and ethical behaviors with all members of the
learning community.
6 Nurtures all aspects of each students well being which may
include cognitive, emotional, social and physical well being, as
7 Plans, assesses, reflects and revises instruction based on needs and
changing circumstances and social contexts.
8 Demonstrates thoughtful, effective verbal and nonverbal
communication skills and responsive listening skills.
9 Evinces commitment to professional growth and enthusiasm for
subjects taught and keeps abreast of new ideas and developments
in the field.
10 Connects academic content to everyday life.

Course Objectives:
You will through your writing assignments, research, questions and other class
learning activities:

articulate your critical philosophy relating to your own particular field and
your own practice
demonstrate a working knowledge of current critical issues in education
through writing and oral sharing of your perspectives
summarize current research on critical issues and apply the findings to
your own field and practice
make pedagogical choices with a full awareness of their implications for
the diverse circumstances of the children and youth that you teach
participate in collaborative and cooperative approaches to learning and
examine the effects of society upon todays students.
use technology to communicate by e-mail, to explore web pages, and to
apply it to in your practice.
examine learning and teaching issues in relation to multicultural issues,
gender equity, differentiated learning, and the standards based
Massachusetts Common Core Standards
demonstrate and share knowledge of major advocacy groups and
informational resources related to identified issues
demonstrate and practice advocacy related to at least one of the critical
issues in ones area of licensure

Your Goals for this course:

Teaching Approach:
This course is an ambitious blending of learning opportunities. The Bridgewater
State University Conceptual Model for Professional Education is the format we
follow. I expect you to be active leaders/participants as we explore and develop
a comprehensive understanding of the aims of education and the role of schools in
society and be responsive to the changing nature of children in their care, the
profession, and society.(School of Education Conceptual Framework)

Learning is an active process. Since class meetings will incorporate presentations
by your colleagues, sharing among class members, a variety of materials about
schools and schooling, and activities that are meant to complement each other,
attendance is critical. It is simply impossible for you to reap the benefits if you
arent here. If you do not participate, then your competency in this area of study
is compromised. Consult with me regarding absence.

Class Atmosphere:
Active participation in class means personal exposure and the taking of risks. You
may not agree with the viewpoints of other students. You may not be certain of
the direction of your own idea or question. Although we may find that we
strongly disagree with a point of view, each person in the class must respect
honest opinions and points of view of others. Our class is the setting for
identifying issues, challenging ideas, addressing them, and proposing solutions
and alternatives. Encouragement, questions, discussion, and laughter are part of
this class. Sarcasm, put downs, and disruptive behavior are not allowable.
Course Assistance:
In compliance with Bridgewater State University policy and equal access
legislation, requests for academic accommodations should be made during the
add/drop period, unless there are unusual circumstances, so that the appropriate
arrangements can be made. Students must register with the Disability Resources
Office in the Academic Achievement Center located in Maxwell Library for
disability verification and determination of reasonable academic accommodations.
Since we believe that the acquisition of knowledge is based on a constructivist
model, students questions, concerns, and experiences will direct the class
throughout the course. It is, therefore, difficult to predict the exact pacing of the
content. It is my intent to address all of the key concepts but the background and
experience of the learners will determine the length of time spent on a topic.


Points Earned


90 100
87 89
83 86
80 82
77 - 79
Major Shortcomings

Written submissions, visual presentations, and oral presentations are assessed based on the
identified criteria for the assignment. High quality is expected.

10 points: Participation

Each student is expected to attend, share, and contribute to class discussions drawing upon
readings, research, and professional experience.

10 points Philosophy of Education

Each student will develop a philosophy of education statement that reflects his/her approach
to learning and teaching. I believe that. The statement must address how children learn,
the purpose of education, an awareness of equity issues, and the connection of society and
personal values. The paper is a two-page paper. Cite references.

20 points Readings and Reflective Writing

Students will be assigned to view a film (10 pts) and to locate and analyze an article from
professional sources relating to topics that will be presented and discussed at a session.
Students will prepare a brief, written summary of each article, which includes analysis,
interpretation, and personal reaction. The format for the written reflection is included with
this syllabus. Specific assignments and due dates will be discussed in class.
Reflective writing assignments should:
Summarize essential points addressed in the article or film
Describe how the information will apply in his/her current or future job
Include 1-3 questions/issues for further study
Be written in a clear, coherent manner
See additional guidelines below.
Use correct grammar, punctuation and spelling

Requirements for Reflective Writing Assignments

After completing each reading assignment, students will prepare a brief written reflection
about the article that includes their analysis, interpretation, and personal reaction. Each
assignment is expected to be approximately one page in length. Specific assignments and
due dates will be discussed in class.
Your Name:
Course: Section:

20 points

Individual Research Advocacy Proposal and Analysis:

Students will research and develop a written leadership advocacy proposal based on a
critical issue that has particular interest for them related to their area of licensure and to
the city/town, state, and country in which they teach. The proposal should include an
explanation of the issue in general and specifically as it relates to their field, a review of
the current literature, an analysis of the issue including any equity issues, the implications
for public education, and the conclusions, personal reactions and recommendations of the
student. The report must be done on a word processor, double-spaced, in size Times New
Roman12 font. There is no specific requirement regarding the length of this report, but it
is expected to meet the content expectations outlined in this syllabus. The required format
for the written report is included with this syllabus. Specific due dates will be discussed
in class.
Research papers are expected to:
Demonstrate a thorough understanding of the critical issue
Address equity issues inherent in the topic
Cite current research and/or major authors (5)
Apply knowledge to construct recommendations for practice
Apply findings to ones school, city, state, country
Be written in a clear, coherent manner
Use correct grammar, punctuation and spelling

Requirements for Research Reports

The Written Report should be done on a word processor, double-spaced, in size 12 Times
New Roman font, one inch margins. Although there is no specific requirement regarding
the length of this paper (7 to 10 pages), it should be presented in the format outlined
below. Reports will be graded based on originality, comprehensiveness of research and
content, logic and clarity of the presentation and conclusions/recommendations.

Title Page (name, course number, section, date)
Table of Contents
Define the Nature and Scope of the Critical Issue
Review Current Literature
Describe Your Reactions, Conclusions, and Recommendations
Cite references

Sample questions to be addressed

Why is this issue a problem or critical issue?

What is the source of the concern/problem?
Why is it significant to education? What are the implications?
What equity issues are involved?
What conditions tend to perpetuate the problem/issue?
What reasonable steps can be taken to resolve the issue?

Papers are expected to:

Demonstrate a thorough understanding of the critical issue

Address equity issues inherent in the topic
Cite current research and/or major authors
Apply knowledge to construct recommendations for practice
Be written in a clear, coherent manner
Use correct grammar, punctuation and spelling

5. 30 points Group Advocacy Project Video and Executive Summary:

Students will work collaboratively to develop and execute a group advocacy project defining
and examining a major contemporary issue within their area of licensure, which is of
particularly strong interest for them. The advocacy project will be presented by the group in
an authentic forum, with members of the class acting in the role of the target audience.
Each group will first draft written plan, which outlines:

The reasons for choosing this topic,

Steps to be followed
Resources to be used
A timetable of events
Anticipated method(s) of presentation
The audience to be reached
The desired outcomes of the project

The authentic presentation should minimally include:

An overview of the issue

Background information
A description of any controversies or related aspects
Discussion of present and ongoing research
Apply findings to ones school, city, state, country
A summary of implications
The advocacy position of the group
A two page executive summary in addition to the video that includes the references
Other appropriate information

This video presentation should be approximately 3 to 5 minutes in length and all members of
the group must have an active role. The visual should use effective strategies, which will hold
the audiences attention, stimulate audience questions and discussion, and ultimately win
audience support. Appropriate handouts and support material should be prepared for all
audience members.
Specific due dates and formats for the written plans and the authentic presentations will be
discussed in class.

10 points Summary (tentative)

For the summary, students will be asked to provide evidence of achievement of the course
objectives. Students will summarize the content of major issues addressed during the course,
their reactions, and personal feelings during the discussions, and how they will apply what
they have learning in their current of future work.

Suggested Bibliography
Cochran-Smith, M. and Fries, M.K. (2001, November) Sticks, stones, and ideology: The discourse of
reform in teacher education. Educational Researcher. 30(8). 30-15.
Darling-Hammond, L., French,J. &Garcia-Lopez, S.P. (2002) Teaching for Social Justice. New York:
Teachers College Press.
Evans, Robert. (1996) The Human Side of School Change. San Francisco, CA.
Fullan, Michael. (2001) The New Meaning of Educational Change (3 rd Edition). New York
Teachers College Press
Freire. P. (1993) the Pedagogy of the Oppressed. New York: Continuum.
Gabelko, N. H. and Sosniak, L. A. (2002, January). Someone just like me: When academic
engagement trumps race, class, and gender. Phi Delta Kappan. 83(5). 400-405.
Glazer, S. M. (2002, February). Issues in literacy and learning. Teaching K-8. 32(5). 96-97.
Ingersoll, R. M. (2001, Fall). Teacher turnover and teacher shortages: an organizational analysis.
American Educational Research Journal. 38(3).499-534.
King, Hollins, and Hayman (eds). (1997) Preparing Teachers for Cultural Diversity. New York: Teachers
College Press.
Kohn, Alfie. (2000) The Schools Our Children Deserve: Moving Beyond Tougher Classrooms and Tougher
Standards. New York: Houghton Mifflin
Ladson-Billings, G. (1996). The Dreamkeepers: Successful Teachers of African American Children.
SanFrancisco: Jossey Bass.
Ladson-Billings, G. (2002). Crossing over to Cannan: The Journey of New Teachers in Diverse
Classrooms. SanFrancisco: Jossey Bass.
Robinson, A. and Stark, D. R. (2002) Advocates in action.
the Education of Young Children.

Washington, D. C., National Association for

Rodriguez, E. (2001). The search for qualified teachers. Policy Perspectives. 2(8). 1-3.
Schultz, F. (2000). (ed.). Annual Editions Education 01/02. Guilford, CT. Dushkin/McGraw Hill.
Tatum, B.D. (1997). Why Are All the Black Kids Sitting Together in the Cafeteria? New York: Basic Books.

Zirkel, P. A. (2001, December; 2002, January). Decisions that have shaped U. S. education. Educational
Leadership. 59(4). 6-12.
Association of Teacher Educators

Education Week

Educational Researcher

The Kappan

Massachusetts Department of Education:
Mass Insight:
U. S. Department of Education: