From Missionary to Transformative Intellectual:

Cultivating Dispositions of Social Justice

 

 

 

 

Jonatha W. Vare, Ph. D. &

Rebecca B. Evers, Ed. D.

Richard W. Riley College of Education

Winthrop University

Rock Hill, SC 29733

 

 

 

 

 

 

 

Presentation at the Annual Meeting of the American Association for Colleges of Teacher Education (AACTE), Washington, D.C., February 2005

 

 

For more information, contact Dr. J. Vare @ varej@winthrop.edu

The handout and PowerPoint are available http://coe.winthrop.edu/eversr

 

 

Richard W. Riley College of Education

Winthrop University

Conceptual Frameworks Organizing Concept: Society

 

The educational leader possesses an understanding of the historical foundations of schooling and exhibits ethical behavior consistent with the laws and policies governing American education.

 

Objectives that are dispositions for Social Justice:

•         Demonstrates appropriate ethical reasoning and behavior with students, parents, colleagues, and others.

•         Demonstrates attitudes and behavior consistent with upholding ethical principles of school law in all matters relating to teaching.

•         Implements personal philosophy based on best practices that reflects personal growth and professional development.

 

Theme

Professional Stages

Ethics:

The educational leader understands the moral, ethical, and social implications of teaching in a democracy and uses this knowledge to inform practice.

 

1.      Demonstrates appropriate ethical reasoning and behavior with students, parents, colleagues, and others.

Law:

The educational leader understands the developing legal foundations of the profession and uses this knowledge to inform practice.

2.      Demonstrates attitudes and behaviors consistent with upholding ethical principles of school law in all matters related to teaching.

3.      Identifies technology-related legal and ethical issues, including copyright, privacy, acceptable use policies, and security of technology systems, data and information.

 

History:

The educational leader knows the history of the profession and uses this knowledge to build current practices and to plan for the future.

 

4.      Employs knowledge of the history of education in designing and delivering instruction, as well as interactions with students, parents, colleagues, and others.

Philosophy:

The educational leader understands the metaphysical, epistemological, and axiological principles central to past and present development of American education and uses this knowledge to develop a personal philosophy of education to guide professional practice.

 

5.      Implements personal philosophy based on best practices that reflects personal growth and professional development.

Assignments and Activities for each theme of OC (Society)

Topic: Brown vs. Board of Education

 

Part 1: History

·         Conduct an interview with someone who was in public school at the time the law was implemented in their school district. We will create a list of interview questions in the Discussion Board of WebCT.

·         Assignments:

•         Post two or more interview questions on WebCT Discussion Board

•         Word process & submit your interview notes in class.

 

Part 2: Law

o        Participate in a class discussion of the social consequences and legal ramifications of the Supreme Court decision.

 

Parts 3 & 4: Ethics and Educational Philosophy

•         Participate in a class discussion of the moral and ethical responsibility of educational leaders.

•         Complete an in-class write for the essay prompt: “What are your ethical and moral responsibilities as an Educational Leader in a democratic society?”

 

 

For the Senior File:

·         Complete an essay in which you answer the question: “What are your ethical and moral responsibilities as an Educational Leader in a democratic society?”

•         To answer this question: Select a leadership quality that will demonstrate your insight & understanding of your moral & ethical responsibilities as a educational leader. Describe this quality, explain (analysis) why this quality is an important moral and ethical responsibility, and finally discuss (reflection) how you will achieve this quality in your work as a teacher.

•         Support your comments with an appropriate quote (from text or reading about Brown vs. Board of Education) and references to the class discussions, video, and interview.

 

 

 

Rubric for Society: EDUC 490

 

Student Name/ID # _            Total points ________/20 points

 

Relational

20-18 points

Highly commendable presentation, complete and meets all expectations.

 Multistructural

17-14 points

Commendable presentation, complete and meets most expectations.

Unistructural

13-0 points

Inadequate presentation that lacks completeness.

Essay:

Description,

Analysis, &

Reflection

 

 

__/15 points

Essay provides a thorough & thoughtful answer to the question “What is your ethical and moral responsibility as an Educational Leader in a democratic Society?”

 

 

•     Selected quality demonstrates advanced insight & understanding of moral & ethical responsibilities.

•     Selected quotation supports and extends ideas and views.

•     Insightful analysis of the interviews, discussion, & video significance, and

•     Logical reflections of interviews, discussion, & video’s effect on past learning and implications for future teaching.

__/15-14 points

Essay provides a complete answer to the questions “What is your ethical and moral responsibility as an Educational Leader in a democratic Society?”

 

 

 

•         Selected quality demonstrates insight & understanding of moral & ethical responsibilities.

•         Selected quotation supports ideas and views.

•         Adequate analysis of the interviews, discussion, & video significance, and

•         Logical reflections of interviews, discussion, & video’s effect on past learning or implications for future teaching.

 

 

 

__/13.5-10.5 points

In general, answer to the question “What is your ethical and moral responsibility as an Educational Leader in a democratic Society?” is incomplete.

 

•         Selected quality does not demonstrate insight & understanding of moral & ethical responsibilities.

•         Selected quotation does not support ideas and views.

•         Significance of interviews, discussion, & video is not apparent, and

•         Lacks logical reflection and/or implications for future teaching.

 

 

__/ 10-0 points

Mechanics:

Use of Standard English and writing skills

 

__/5 points

Work demonstrates high-level of Standard English usage & writing skills for a graduating Teacher Candidate.

 

 

 

•         Essay is error-free.

 

 

 

 

 

 

__/ 5 points

Work demonstrates appropriate level of Standard English usage & writing skills for a graduating Teacher Candidate.

 

 

 

•         Essay contains less than 3 grammar or spelling errors.

 

 

 

 

__/ 4 points

Work does not demonstrate an appropriate level of Standard English usage & writing skills for a graduating Teacher Candidate.

 

•         Contains more than 5 grammar or spelling errors.

•         Lacks thesis/topic sentences; does not have transitions.

 

__/ 3- 0 points

 

 

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Teacher Education Professional Dispositions and Skills Criteria

Education is a noble calling that entails both challenges and responsibilities. As an educational leader, you will be expected to uphold the highest standards of the profession as you relate to students, families and communities.

   I.   Professional Commitment: Is punctual and responsible, completes assignments in a timely manner, attends class regularly; demonstrates pride in self and work; adheres to the guidelines as stipulated by each professional association, school, and school district; exhibits dress and grooming appropriate for the setting; is intellectually and academically curious; thoughtfully considers suggestions for improving instruction.

II.   Communication Skills: Shows ability to speak and write with clarity; when appropriate, uses Standard English in writing and speaking; is verbally fluent; is a good listener.

III.   Interpersonal Skills: Works collaboratively with others, e.g., students, teachers, parents, and peers; establishes positive rapport and appropriate relationships; is tolerant, adaptive, open-minded, supportive, encouraging. Shows sensitivity to all students and is committed to teaching all students.

IV.   Classroom Personality: Is positive, enthusiastic, resourceful, optimistic, empathetic, encouraging, adaptable, polite, tactful, and attentive; task-oriented and efficient; demonstrates initiative in the classroom; demonstrates general classroom awareness and caring attitude toward students.

  V.   Emotional Maturity: Is self-controlled, reacts appropriately under stress; is flexible, able to express both positive and negative feelings in a professional manner; is willing to accept responsibility for own actions; is willing to accept and adapt to change.

VI.   Academic Integrity: Demonstrates and supports academic integrity as specified in the guidelines stipulated in the Undergraduate Catalog.