Technology Teacher 05/31/2016

• Religion and Public Schools

  • When it comes to religion, public schools must obey two legal requirements that are hard to reconcile: let it be, and push it away
  • One clause gives citizens the right to freely exercise religious convictions; the other prohibits government (including taxpayer-funded public schools) from establishing religion, meaning granting favorable treatment.
  • Board members and school administrators are required to allow personal acts of religious faith but to simultaneously avoid any appearance that religion (or any particular religion) enjoys special status

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  - Asian Holiday custom with red envelopes given to children with money or other gift. - Teacher gave out red envelopes only to her Asian students and her other students were pulled out,students which seemed to be all African Americans, for a special meeting. What meeting takes out all of your students from a certain group? - - she was accused of favoritism since she only gave the envelopes to the remaining Asian students on the lunar new year. She was also accused of leaving out the African Americans - Administrator said she had no right to impose Asian Customs on African America Students - Teacher defended actions by saying that it is an important Asian custom and that the Asian students participated in a MLK Jr day celebration. - Administrator bordering on a religious observance

• Education in a Pluralistic Society Chapter 1

  - Enculturation is the process of acquiring the characteristics of a given society and being competent in its language and ways of behaving and knowing - Socialization is the general process of learning the social norms of the culture. - Culture is also adaptive depending on the "environmental conditions, available natural and technological resources, and social changes." - Culture is a dynamic system. Some are quick to change while others are slow. - Ethnocentrism is the "inability to view other cultures as equally viable alternatives for organizing reality. - cultural relativism is "to see the culture as if one was a member of that culture." - White, Anglo Saxon and Protestant - WASP - - Dominant in US cultural because of their influence in building the structures and tools for society. - Overpowering value of the dominant group in US is individualism - " the belief that every individual is their own master, is in control of his or her destiny and will advance or regress in society only according to his or her efforts." - Continuous contact with the dominant group usually results in subsequent changes in the cultural groups of either or both groups. - assimilation is when cultural patterns either become a part of the dominant culture or disappear. - cultural pluralism is a society that allows for multiple cultures to function separately and equally without requiring any assimilation into the dominant society. - Multiculturalism allows different cultural groups to maintain their unique cultural identities while participating equally in the dominant society.

• Ed 600

  • Ed 610.02  Professional Education Requirements.  To promote the learning of all students, each professional educator preparation program shall require each graduate of the program to demonstrate evidence of the following:

      

     

  •    (a)  In the area of the learner and learning:

      

     

      

    (1)  Learner development, as demonstrated by:

      

     

      

    a.  An understanding of how learners develop, recognizing that patterns of learning and development vary individually within and across the personal, physical, social, and academic dimensions; and

      

     

      

    b.  The ability to facilitate developmentally appropriate and challenging learning experiences based on the unique needs of each learner;

      

     

      

    (2)  Learning differences, as demonstrated by:

      

     

      

    a.  An understanding of individual differences and diverse cultures and communities;

      

     

      

    b.  Ensuring inclusive learning environments that allow each learner to reach his or her full potential; and

      

     

      

    c.  The ability to employ universal design principles and assistive technology; and

      

     

      

    (3)  Learning environment, as demonstrated by:

      

     

      

    a.  Working with learners to create and access learning environments that support self-directed individual and collaborative learning, based on each learner’s interests and passions; and

      

     

      

    b.  Use of learning environments not limited to the classroom, but extended into the larger community as well as virtual experiences

  • (b)  In the area of content:

      

     

      

    (1)  Content knowledge, as demonstrated by:

      

     

      

    a.  An understanding of the central concepts, tools of inquiry, and structure of his or her discipline(s); and

      

     

      

    b.  An ability to create learning experiences that make the discipline(s) accessible and meaningful for learners; and

      

     

      

    (2)  Innovative applications of content, as demonstrated by an understanding of how to connect concepts and use differing perspectives to engage learners in critical and creative thinking and collaborative problem-solving related to authentic local and global issues;

      

     

      

              (c)  In the area of learning facilitation practice:

      

     

      

    (1)  Use of assessment, as demonstrated by an understanding and ability to use multiple methods of assessment to:

      

     

      

    a.  Engage learners in their own growth;

      

     

      

    b.  Document learner progress;

      

     

      

    c.  Provide learner feedback; and

      

     

      

    d.  Inform the educator’s ongoing planning and instructional practices;

  • (2)  Planning for learning facilitation, as demonstrated by an ability, as an active member of a learning community, to draw upon knowledge of content area standards, cross-disciplinary skills, learners, the community, and pedagogy to plan learning experiences that support every learner in meeting rigorous learning goals; and

      

     

      

    (3)  Learning facilitation strategies, as demonstrated by:

      

     

      

    a.  An understanding and use of a variety of strategies and tools to encourage learners to develop deep understanding of content areas and their connections to other disciplines; and

      

     

      

    b.  An ability to build skills in accessing, applying, and communicating information; and

      

     

  •    (d)  In the area of professional responsibility:

      

     

      

    (1)  Reflection and continuous growth, as demonstrated by:

      

     

      

    a.  Being a reflective practitioner and using evidence to continually evaluate his or her practice, particularly the effects of choices and actions on students, families, and other professionals in the learning community; and

      

     

      

    b.  Ability to adapt practice to meet the needs of each learner; and

      

     

      

    (2)  Collaboration, as demonstrated by:

      

     

      

    a.  Collaborating, as a member of the larger learning community, with learners, families, colleagues, other professionals, and community members to leverage resources that contribute to student growth and development, learning, and well-being.

      

     

      

    Source.  (See Revision Note at part heading for Ed 610) #6048, eff 6-2-95; ss by #6366, eff 10-30-96; ss by #7923, eff 7-24-03; ss by #8229, eff 12-17-04; ss by #10046, eff 12-17-11

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