Diversity Curricula and Experiences in Graduate Programs at MSU

Transcription

1 Diversity Curricula and Experiences in Graduate Programs at MSU Master of Arts in School Administration Graduate Program Course Sample of Diversity Experiences EDIL 601 Introduction to School Leadership 1. Candidates are asked to review a culture audit instrument for a school and describe how it might be used to bring about school improvement. 2. Candidates are provided a number of websites (e.g. NAACP, Office of Civil Rights, and Schooling of Multiracial Students) and asked to reflect on the information found there. 3. Candidates explore the case study, Parents Detect Racial Disparity, and asked to respond to prompts and participate in discussions related to the impact racial issues have on the decision-making process. 4. In groups of 3-5 Candidates will examine and reflect on educational structures in which prejudice and discrimination affect student learning (Tracking, Standardized Testing, Curriculum, Pedagogy, The physical structure of the school, Disciplinary Policies, The limited role of students, The limited role of teachers, and The limited role of parents and families-- page 108 in the Cunningham and Cordeiro text) EDIL 610 Diversity experiences of School Leadership Practicum (EDIL 610) students 1. One of the textbooks used for the course (Case Studies in School Leadership: Keys to a Successful Principalship; ETS, 2005) includes some case studies that deal with very diverse school populations. Practicum candidates work with case studies of schools that have a large African American population, sometimes Hispanic and some other Asian populations. While talking about the case studies candidates compare and contrast the cases studies with their own schools. 2. As often as possible candidates do their practicum experience in schools with a diverse population. So far, candidates have been placed at Straub Elementary in Mason County that has a significant African-American and Latino population; at Maxwell Elementary in Fayette County that has a full Spanish 1

2 Immersion Program, and lately at Meadowthorpe Elementary in Fayette County with a population that includes students from 32 countries and the only school in the district with a full time instructor of the Chinese language. 3. Internet resources dealing with diversity are also incorporated into the course. For example The Survival Guide for Iowa School Administrators that can be found at is a required document that candidates use and discuss in class. 4. Guest speakers from diverse backgrounds who are successful school administrators come and talk to candidates throughout the course. Among them Dr. Raul Lagos, from Chile who is an Associate Principal at Henry Clay High School in Fayette County has been a frequent guest. 5. Every semester candidates make a visit to Meadowthorpe Elementary in Fayette County. This is a unique institution with students from 32 countries and the only school in the district that has a full time Chinese language instructor. EDIL 618 School Finance 1. In groups of 3-5 candidates discuss the Support Education Excellence Kentucky (SEEK) system of financing schools in Kentucky and its impact on educational opportunities for diverse populations in Kentucky s P-12 Public Schools. 2. Candidates identify and electronically (by computer or telephone) interview an African American Colleague, or parent of a P-12 African American student, regarding in terms of diverse populations the equity of Kentucky s system for funding public education. EDIL Candidates have to redesign a lesson that did not use technology into one that is technology rich. As a part of the redesigned lesson candidates have to include a section outlining how they incorporated diversity into the redesigned lesson. 2. Candidates have to critique software they use. They are asked to select software that would provide assistance for a subpopulation of student who is sometimes challenged by the course expectations. (e.g. Critique software that might be used for English Language Learners [ELL], exceptional students, etc.) EDIL 621 2

3 EDIL 628 School Law Candidates read, discuss in groups of 3-5, and submit a written summary on the following scenarios or laws: Rights of Disabled Children; Discrimination in Employment; Desegregation; Education For All Handicapped Children Act (EAHCA); Individuals With Disabilities Education Act (IDEA); Our Constitution Is Color Blind; The 14 th Amendment; Title IX; Brown V. Board of Education of Topeka (1954); Trautvetter V. Quick (1990-a sexual harassment case); San Antonio Independent School District V. Rodriquez (1973-rights of Hispanics case); Rose V. Council For Better Education (1989) and Committee For Educational Rights V. Edgar (1996-an equal education funding case). EDIL 631A EDIL 631B School Supt. Practicum Cooperating Administrators ensure that candidates spend 24 of their 100 hours of work (related to that of the superintendent) in an in-district or out-of-district setting comprised of diverse populations. These settings must include at least African American students and/or staff; and students or staff from still another race or ethnic group different from those of the candidates. Cooperating Administrators ask candidates to switch jobs with other persons from the diverse settings, and to work in those settings for four consecutive six-hour-days. EDIL 634 EDIL 637 School Program Collaboration In groups of 3-5 candidates, discuss the needs of diverse individuals and groups within public schools and how those needs can, through appropriate collaboration, be matched to the needs of the community. Then through a reflective paper, strategies are suggested for meeting these needs. EDIL 641 EDIL 643 School Housing Candidates work with their principals and/or superintendents to set up interviews with two individuals who represent minority populations. One must be African American. The interview will seek those 3

4 individuals perceptions of the extent to which school housing is equally and equitably provided for Kentucky s P-12 diverse student populations. A written summary of the interview is required. EDIL 647 School and Community Relations Candidates, using the text (The School and Community Relations; Bagin, et.al), internet resources, and interviews, are required to research and submit population characteristics, customs and traditions, community groups, economic conditions, political structures, social tensions and power structure of a community other than their own, a community that has African Americans and one other ethnic or racial group in its composition. EDIL 649 EDIL 650 Candidates are required to explore the following questions: Do we have blind spots (self deception) when it comes to diversity? Do we celebrate rather than just accept (tolerate) diversity? Candidates are also required to visit and observe for one-half day in a school in the Lexington or Louisville area with populations of students and staff who are more diverse than their own schools/districts. If students are not able to visit, they are required to engage in a phone or conversation with a principal from a school with greater racial and ethnic diversity than their own. Candidates are asked to inquire about whether the school celebrates or tolerates diversity and the greatest challenge the school faces in increasing academic achievement for all students. Following the observations conducted by candidates, a discussion board dialogue is held. Professors in all of the courses in the program require candidates to visit schools outside their own districts--for the purpose of increased knowledge of school cultures with diverse student populations. 4

5 Graduate Counseling Program NCATE Diversity Standard Elements a.-d.: a.) Designs, Implements, and Evaluates Diversity in Curriculum and Experiences Recognizing the impact of diverse backgrounds as individuals interact, the counseling program addresses the issue of cultural diversity in every counseling class but the most direct and purposeful, way is accomplished by requiring that every candidate successfully complete EDGC 620, Psycho-Social and Multi- Cultural Issues in Counseling. This core area of the program is also assessed as one of the 10 core elements of the exit examination administered to candidates completing the Master's program. This element is additionally a component of the oral examination administered to every Rank I and Ed.S. candidate. b.) Experiences Working with Diverse Faculty Program faculty in counseling represent a diverse group of professionals (including an African American female professor) some of whom bring life and work experiences that include extensive and protracted periods (in excess of 4 years at a time) of living and working in foreign countries and cultures. Students from the counseling program are actively recruited to participate in international summer programs with the opportunity to interact with culturally diverse resident and visiting international faculty. Additionally, visiting faculty from foreign universities make class presentations and visiting appearance in graduate counseling classes. (Dr. Fidan Korkut-Owen, Hacettepe University, Ankara Turkey, Fall 2008 & Spring 2009) Faculty from foreign universities are invited to make presentations to the CoE faculty and students (Drs. Ali and Zahide Yildirim, Middle East Technical University, Ankara, Turkey, Fall 2008) c.) Experiences Working with Diverse Candidates This is an area that program faculty are actively trying to address through collaborations with other universities. As yet, no partnerships have developed. d.) Experiences Working with Diverse Students in P-12 Schools As a graduate program within the College of Education, the vast majority of candidates are currently teachers working in public schools throughout the region of eastern Kentucky. As public school educators the candidates bring extensive experience in working with a population of students that represent culturally and economically diverse populations. 5

6 Foundations Courses Contributing Curricula to Graduate Programs at MSU EDF 600 Research Methods in Education In EDF600, NCLB is discussed and the reduction of achievement gaps, whether gender, socio-economic status, race, or exceptionality. Some candidates choose to do their research projects on one of these topics, gathering data on the gaps demonstrated at schools in KY. Candidates who choose to do action research in EDF600, often are research exceptional students as well as a full range of socio-economic diversity issues in schools. EDF 610 Advanced Human Growth and Development a.designs, Implements, and Evaluates Diversity in Curriculum and Experiences EDF 610 emphasizes the belief that "all children can learn." Various forms of diversity and how they relate to development and ways teaching and learning are affected including: exceptionality, culture, sexual orientation, gender, religion, race, ethnicity, socioeconomic status are discussed. All are explored within the context of the various domains of development. Candidates enrolled in several sections of EDF 610 are required to read Tatum s article on Racial Identity Development and a chapter from Diversity Matters addressing LGTBQ cultural group values, oppression, perspectives, and experiences. In addition, candidates are required to write a research paper that synthesizes current research that explores the effects of oppression on human development. Candidates must choose a marginalized group and a stage of development in identifying finding from research that add to our understanding of the effects of oppression on specific aspects of development for their chosen population (See attached syllabus for assignment description). b. Experiences Working with Diverse Faculty; Faculty members in the department have diverse backgrounds: African-American, Irish-American, Danish-American, etc. The faculty has a mix of gender and religion, as well. c. Experiences Working with Diverse Candidates; Not addressed 6

7 d. Experiences Working with Diverse Students in P-12 Schools. EDF 610 candidates in some courses are required to do data collection in schools with diverse students. Often they research socio-economically diverse conditions, as well as student exceptionality. EDF 611 Adolescent Development a. Designs, Implements, and Evaluates Diversity in Curriculum and Experiences Domain and contextual experiences of adolescents with particular emphasis on the societal issues of identity and adult status attainment are explored. Diversity and how it relates to developmental processes of identity (e.g., self-concept, selfesteem, self-efficacy), and what this means for the developing adolescent and for others who have proximal relations with them, particularly parents and teachers is also addressed. This focus includes diversity as it pertains to intellectual exceptionality, culture, ethnicity, national and/or regional identification, gender orientation, sexuality, race, familial contexts, socioeconomic status, and peer relationships. With regard to the context of schools, established standards and expectations as expressed by law and/or accreditation entities, as well as differences in school culture and climate (e.g., teacher expectations of students in elementary versus middle / junior high and high school) are discussed. b. Experiences Working with Diverse Faculty; Faculty members in the department have diverse backgrounds: Asian-American, African-American, Irish-American, Danish-American, etc. The faculty has a mix of gender and religion, as well. c. Experiences Working with Diverse Candidates; Not addressed d. Experiences Working with Diverse Students in P-12 Schools. In class discussions, and in written assignments throughout the course of the term, candidates are asked to reflect upon their experiences with diverse students in their schools, or in other contexts. 7

8 EDF 680 History and Philosophy of Education a. Designs, Implements, and Evaluates Diversity in Curriculum and Experiences This course incorporates the NCATE Diversity requirement by engaging students in deep, thoughtful conversations about various aspects of diversity through reading Paulo Freire's "Pedagogy of the Oppressed" and Ruby Payne's "A Framework for Understanding Poverty." HPE Courses Contributing Diversity Curricula and Experiences to MSU Graduate Programs HPS 610 Readings and Graduate Seminar Diversity and Title IX are explored in this online course. A group of candidates presents a PowerPoint presentation (Please see attached) on these topics and all other candidates read and research diversity and Title IX topics in preparation for a two class session discussion of the topic. Those candidates who do not present are required to submit two article critiques on the topics. And all candidates are required to submit a reading list for the semester that covers all they've read throughout the course of the semester. Discussion questions that candidates include in their presentations are discussion starters for forums included in this online course. 8