Assessing Personal and Professional Perspectives, White, Summer 2020

Course Number:	EDU 5515 C72
Instructor:	Ashley White
Location:	Online
Dates and Times:	July 6 - August 24, 2020
Credits:	3 graduate
Tuition:	$1,000

Note: TUITION FOR THIS COURSE IS PAYABLE TO Southern Vermont Supervisory Union (SVSU). Please register directly with Lisa Poplaski, SVSU. Lisa will then give you the online link to Castleton's registration form.

Course Description

Research indicates that teachers’ beliefs and attitudes greatly affect classroom instruction, activities, and student outcomes (Larkina & Markina, 2017; Lavy, 2008). Beliefs are our assertations about the world and what we perceive as truth (Richardson, 1996). Our versions of truth are, often, thought to influence our attitudes. According to Johnston (2011) “an attitude is simply tendency to act in one way or another toward an idea, event, person or object”. Johnston (2011) asserts that our attitudes are learned, from the people with whom we interact, the favorable or negative consequence of actions, or through persuasive forces (e.g. media). Both beliefs and attitudes guide our actions. Notably, none of these concepts are exclusive to our personal lives alone. Scholarly and practical knowledge regarding teachers’ beliefs and attitudes serves as the basis for this course.

Course Objectives

Main Queries	· How do our personal and professional perspectives shape the way we understand, perceive and interact with our students, families, and communities? · How do these perspectives shape the way we perceive educational standards and practices?
Module One	· examine our experiences with reflection in teaching · determine ways in which to make reflection experiences and course outcomes more impactful
Module Two	· explore our unique identities and how the multiple layers of our identities influence our perspectives of and relationships with others
Module Three	· investigate salient topics and connections between identity, inequity, oppression, and education
Module Four	· delve into notable issues affecting society and education
Module Five	· consider how collective groups of educators have meaningful and change-agent conversations surrounding racial, ethnic, and cultural differences related to student success
Module Six	· develop and sharing action research plans · discuss ways in which to maintain our action research plans

References:

Reference costs, if any, not included in the course cost

Barnett, P.E. (2013). Unpacking teachers’ invisible knapsacks: Social identity and privilege in higher

education. Liberal Education, 99(3), 30-37. Retrieved from https://www.aacu.org/publications-research/periodicals/unpacking-teachers-invisible-knapsacks-social-identity-and

Cuseo, J. (n.d.) Student success: definition, outcomes, principles and practices. The Big Picture.

Dunbar-Ortiz, R. (2016, November 28). The miseducation of Native American students. Education

Week. Retrieved from https://www.edweek.org/ew/articles/2016/11/30/the-miseducation-of-native-american-students.html

Guajardo, M., Oliver, J.A., Rodriguez, G., Valadez, M.M., Cantu, Y., Guajardo, M. (2011). Reframing the

praxis of school leadership preparation digital storytelling. Journal of Research on Leadership Education, 6(5), 145-161.

Johnston, J.H. (2011). Shaping beliefs and attitudes: A handbook, model and plan.

Tampa, FL: Author.

Jozwik, S., Cuenca-Carlino, Y., & Lewis-Pratl, K. (2017). A warm wELLcome for language learners. Illinois

Reading Council Journal, 45(2), 74-49. Retrieved from https://www.researchgate.net/profile/Kristin_Lems2/publication/320234856_Talkin%27_Oracy_and_SVR_Fall_2017_Column_in_A_Warm_wELLcome_for_Language_Learners/links/59d654040f7e9b42a6a9fb8f/Talkin-Oracy-and-SVR-Fall-2017-Column-in-A-Warm-wELLcome-for-Language-Learners.pdf

McIntosh, Peggy. (1988). White privilege: Unpacking the invisible knapsack. 30-36.

https://files.eric.ed.gov/fulltext/ED355141.pdf?utm_campaign=Revue%20newsletter&utm_medium=Newsletter&utm_source=revue#page=43

Russell Consulting, Inc. (2009). Helping leaders build and sustain great organizations.

Sagor, R. (2000). Guiding School Improvement with Action Research. What is action research? Association

for Supervision and Curriculum Development (ASCD). Retrieved from:

http://www.ascd.org/publications/books/100047/chapters/What-Is-Action-Research%C2%A2.aspx

Singleton, G.E. & Linton, C. (2006). Courageous conversations about race: A Field guide for achieving

equity in schools. Thousand Oaks, CA. Corwin Press, Inc.

Tatum, B. Campus Conversations about Race in the 21^st Century. https://alumni.stanford.edu/get/page/life-

long-learning/webcast/tatum

Tollefson, K. (2010). Straight privilege: Unpacking the (still) invisible knapsack. Retrieved from:

https://files.eric.ed.gov/fulltext/ED509465.pdf

Additional Course Information

Essential Responsibilities for Course Completion:

Attend all “face-to-face" sessions.
Complete engagement activities during specified dates.
Participate in class discussions (using the chat box is an option as well).
Complete all course readings and viewing activities (videos, webinars, etc.) for discussion and engagement.
In order to receive a passing grade for this course, all assignments must be turned in.

For additional course, registration and payment information

Ashley White
(813) 394-1112