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Session 4: Friday, February 7, 2003 from 2:00-3:15 p.m.Please note: This is a draft schedule as of January 5, 2003 and is subject to change before the event is held. We post this to give you a good idea what workshops will be at the event. Please consult the final schedule once you receive your program book at the summit itself. Most rooms will not be announced until summit participants receive their program book at the summit itself. A
Conversation on Accountability, School Choice, and No Child Left
Behind with Reed Hastings, President of the California State Board
of Education
A Conversation on Accountability, School Choice, and No Child Left Behind with Reed Hastings, President of the California State Board of Education So often local parents, teachers, and administrators wonder what's going on in Sacramento. How are decisions made that improve the well being of our state's students? Why does the state take on new policies that seem to undermine effective teaching? Who makes these decisions anyway? Reed Hastings has been a leading policy-maker and involved in many of the critical debates about accountability, standards, school choice, and exit exams. We are delighted Reed would visit the summit and speak with local citizens about the evolving politics of education in our state. Please join him for what promises to be a lively and thought-provoking conversation. Reed Hastings is the President of the California State Board of Education, a founding member of NewSchools.org, and the board member of Aspire Public Schools. He led the successful drive in 1998 for a revised charter school law in California and in 2000, joined with the California Teachers Association, Governor Gray Davis, and others to win the battle for easier passage of local school construction bonds. He is currently CEO of NetFlix, a subscription DVD movie service. A Documentation and Assessment System: the Missing Link to Sustaining High Quality Learning Experience a documentation and assessment process that can be imbedded into your service-learning work, environmental and/or place-based projects to create a cycle of continuous improvement. This process, developed by the Rural School & Community Trust, in partnership with Educational Testing Service (ETS) and Harvard University, was developed and field-tested in 10 sites around the nation over a two-year period. The system can serve as an internal self-assessment process or as an external evaluation system. It draws upon data and information that you're already gathering and puts it into a useful framework. Participants will engage in a step-by-step, hands-on process, see examples and hear stories from developers/practitioners (including students) and discuss how it fits with No Child Left Behind. Teachers and students from the North Coast Rural Challenge Network in Mendocino County who were part of the original design team will share their experiences with the portfolio system. Sylvia Parker is a Steward with the Rural School & Community Trust and works with schools and communities throughout the West and Southwest. She has worked in both curriculum and staff development and has done extensive training. Elaine Salinas is Steward with the Rural School & Community Trust and works with schools and communities in the upper Midwest. She also heads the Native Sites Working Group. Ginny Jaramillo has worked as a teacher, counselor, school director, and director of the Colorado Rural Charter Schools Network. She was one of the developers of the Place-based Learning Portfolio and is working to tie the system to No Child Left Behind requirements. She is a former member of the Board of Trustees of the Rural Trust. Activities to Improve Students' Aerobic Capacity and Body Composition This session will present physical education program planning strategies for K-6 teachers with special emphasis on developing programs and activities to improve cardiovascular physical fitness. Participants will be introduced to lesson plans and school-wide activities to address these specific fitness components and to help students develop an active and healthy lifestyle. A preview of the California Physical Education Framework and the Challenge Standards will also be provided. Chris Hopper
is Associate Dean for Teacher Education at Humboldt State University.
He is the coauthor of a series of three books on health-related
fitness for K-6. Gifted Student, Ordinary Teacher…Or Is It the Other Way Around? This session tackles a consideration of affective development of gifted children (emotional, social, moral, etc.) and/or affective characteristics of gifted adults and meaningful ways of interacting with the ordinary IQ's in life. Participants will explore ways to deal with giftedness in a full-range classroom. Lelia Mercill, one-room school expert, is accustomed to dealing with the broad range of student abilities in a multi-grade classroom. She is a Seventh Day Adventist educator in Hayfork, California. This workshop examines the impact of privilege (our own and that of other people) on who we are. Whether we are coming from a position of privilege or not, that position--in terms of race, gender, sexual identity, and class--affects our teaching, our students' learning, and our school's climate. We will address this issue through group activities, art, writing, and discussion. Applicable for any grade level. Suzanne Samberg is an English Teacher and the Seeking Educational Equity and Diversity (S.E.E.D.) Leader at South Fork High School in southern Humboldt County. She loves teaching and thinks that teachers can and do make a difference. In this workshop, participants will have the opportunity to explore the concept of the mandala as an historical phenomena, a symbol common to many cultures and ethnicities, an artmaking activity, and a means of understanding other concepts such as metaphor, relationship, and duality. Inexpensive tools, materials, and found objects will be used in the lesson to emphasize that artmaking can be incorporated into any K-12 classroom or after-school program. The California content standards will also be highlighted to show how teaching the primary concepts of the arts (i.e., line, shape, space, color) can introduce, reinforce, and extend foundational skills and concepts in reading, writing, math, and science. Patty Yancey, Ph.D. is Director of the Arts and Education Collaborative in the School of Education at the University of San Francisco and an Assistant Professor in the International Multicultural/Teacher Education Department. Prior to her career in higher education, Yancey worked as a graphic designer/illustrator, an arts educator in K-12 schools (dance and visual arts), and in non-profit arts management in California and Alaska. She received her M.A. and Ph.D. in Social and Cultural Studies in Education at the University of California at Berkeley. Developing a Staff Development Program This session covers how one district put together an extensive staff development program to meet the needs of certificated staff members as well as the broader needs of the district. Our staff development plan uses multiple funding sources. The session will include a focus on philosophy, funding, personnel needs, and the staff development plan. Kenny Richards, Superintendent, Northern Humboldt School District; Bob Wallace, Principal, Arcata High School; Chris Hartley, Principal, McKinleyville High School; Allan Edwards, Staff Developer/Grant Writer, Northern Humboldt School District; Joan Williams, Staff Developer, Arcata High School; Diana Howard, Staff Developer, McKinleyville High School. Allan Edwards, Staff Developer/Grant Writer, Northern Humboldt School District; Joan Williams, Staff Developer, Arcata High School; Diana Howard, Staff Developer, McKinleyville High School. Standardized Tests: Winning and Losing A subcommittee of the Well-Educated Teacher Project was formed two years ago to address concerns among educators and community members about the "high stakes of high-stakes testing." This session will provide, in a Power Point presentation format, an overview of standardized testing in California focusing on some of the significant-and often detrimental-effects of high-stakes testing on teaching, learning, and teacher education. Participants will be given the opportunity to hear the views of a panel of educators and community members, to share their perspectives about problems related to high-stakes testing, to affiliate with others who share their concerns and want to develop a plan of action for ameliorating these problems. Jan West is a kindergarten/first grade teacher at Trinidad School and a former Humboldt County Teacher of the Year. She serves on the Humboldt County Readiness Task Force and is concerned about the effects of standardized testing on the primary curriculum. Jan is a Returned Peace Corps Volunteer from Afghanistan with a special interest in multicultural education. Laura Rose taught for 25 years in grades K-8 in the Humboldt County area. She has worked with elementary, secondary, and special education credential candidates at Humboldt State University for the past ten years. She has written six books promoting student creativity and success in language arts. Laura's teaching career has been based on her belief that children are active problem solvers and seekers of meaning, rather than as empty vessels waiting to be filled with facts. Dave Orphal graduated in 1996 from Humboldt State University's Teacher Credential Program. A social studies teacher at Zoe Barnum High School, Mr. Orphal has seen how students already marginalized in the public schools grapple with this additional barrier between them and graduation. Mr. Orphal is the author of "High-Stakes Testing and the Dominant Culture," which appeared in the March 2001 issue of Alternative Network Journal. Stories They Won't Sit Still For This session introduces a twist on Directed Reading and Thinking Activity (DRTA), a comprehension exercise of use to 4th-12th grade classrooms. Participants from last year's Middle School Conference loved this session. It includes a lesson you can take back to your classroom and use the next day, plus a strategy you'll apply over and over again. Aleen Arbaugh is a former teacher for the California Reading and Literature Project and a Redwood Writing Project member and presenter. She has been a trainer of trainers for Richmond and Santa Rosa School Districts and a middle school teacher for twelve years. Teaching Compassion: Trusting the Children, Trusting Ourselves This workshop will combine lecture, discussion, and experiential learning activities. Discussing the experiences of Holocaust rescuers and the views of a death-row inmate whom the presenter interviewed, participants will learn about and brainstorm ways in which we can nurture compassion in ourselves and others, especially our children and students. Workshop activities will include participants pairing up to role-play and discussing workshop-related themes in small group settings. During these activities, participants will have a chance to practice and test out what they will have been learning in the workshop. Our ultimate goal in the workshop will be to envision and then see how we might create educational settings in which genuine compassion and trust flourish. During this part of the workshop, we will learn about successful and long-running models of learner-centered educational approaches from the world of alternative education to discuss how and why these approaches work and to brainstorm ways in which educators from across the spectrum of educational approaches can work together to help construct a society of compassionate citizens. Richard J. Prystowsky is the author of Careful Reading, Thoughtful Writing (HarperCollins, 1996), a college-level writing text. He is a former professor of English and Humanities at Irvine Valley College and currently is the Dean of Academic and Transfer Programs at College of the Redwoods. He is also the editor of Paths of Learning: Options for Families and Communities, a magazine devoted to exploring ideas and practices from a wide range of educational perspectives, especially those associated with alternative educational approaches to teaching and learning. A regular columnist for the magazine Paths of Learning, Don Trent Jacobs, Ph.D., Ed.D. (Four Arrows) is an Associate Professor in the Department of Teaching and Learning, College of Education, Northern Arizona University, and is a faculty member at Fielding Graduate Institute. Former Dean of Education at Oglala Lakota College and part Cherokee/Creek, Dr. Jacobs brings to his presentations an American Indian worldview. Don is the author of eleven first-of-a-kind books on subjects relating to critical thinking, rethinking schools, authentic character education, social studies education, peace making, adventure education and wellness education. His most recent book is Teaching Virtues: Building Character Across the Curriculum (An American Indian Perspective), (Scarecrow Education Press, 2001). Sam Oliner is Professor of Sociology at Humboldt State University and the Director of the Altruistic Personality and Prosocial Institute. He is the author and co-author of several dozen publications on the Holocaust, altruism, prosocial behavior, and national and international race relations. He has appeared on numerous national television shows, presented scholarly papers at professional conferences, and lectured widely on the topics of rescuers of Jews in nazi-occupied Europe, racism and anti-Semitism, war and genocide, and heroic altruism. The River School: A Systems Approach to the Design of School Culture and Curriculum The River School, a charter middle school in Napa, effectively meets the unique needs of middle schoolers, using the Ho'ala Educational Model, developed in Hawaii thirty years ago. This model starts with the nature of human beings and how we learn best, and aligns the explicit curriculum of subject matter and school culture or implicit curriculum to the assumptions made about the psychological needs and development of adolescents. This model assumes that everything in the school-practices, relationships, and structure-communicates beliefs and values which can either support students in learning or hinder. The vision of the school is of students who are responsible, respectful, resourceful, and responsive citizens of our democracy and global community. Linda Inlay, M. Ed., is the Director of the River School and an educator for 30 years, beginning at Ho'ala School in Hawaii in 1973. She brought the Ho'ala Educational Model to the River School seven years ago because it fit with the school's charter of raising independent learners. This model has been successful both at Ho'ala and the River School. Mary Lynn Bryan has taught Language Arts and Social Studies at the River School for five years. Prior to that, she taught in Japan, Brazil and various locations in Northern California. She has been a part of the River School team since it first started working on an Integrated Curriculum. The Truth about Helen Keller: Covert Censorship in Children's Books Children's books about Helen Keller distort her life. Here is a woman who worked throughout her long life as a radical advocate for the poor, but she is depicted as a kind of saintly role model for people with handicaps. In this workshop, we will look at the picture books about Helen Keller as a case study of how picture books promote underlying social messages for children. We will also explore other stereotypes in children's books and look at ways to invite young students to question injustices embedded in texts. Ruth Shagoury Hubbard is the Mary Stuart Rogers Professor of Education and the Coordinator of the Language and Literacy Program at Lewis and Clark College in Portland, Oregon. She earned her Ph.D. in Reading and Writing Instruction at the University of New Hampshire and has served as the co-editor and co-founder of Teacher Research: The Journal of Classroom Inquiry. She is on the editorial boards of Networks: International Journal of Teacher Research and the National Council of Teachers of English's Language Arts Journal. Tough Guise: The Crisis in Masculinity The video Tough Guise presents a raw and powerful analysis of masculinity today. Tough Guise argues that masculinity is increasingly linked with violence and that boys are taught that they have to put on a tough "guise" in order to survive. Through interviews, media analysis, and an exploration into violence in society, the video insists that this cultural construction of masculinity is dangerous - for boys themselves, for girls, and for society at large. The video analyzes the intersections of homophobia, sexism, and gender construction in a multicultural context. We will view 45 minutes of the video and then break into groups to discuss strategies educators can use to challenge this narrow construction of masculinity. Kim Berry, Ph.D., is Assistant Professor and Program Leader, Women's Studies at Humboldt State University. She teaches a number of courses in Women's Studies at HSU, including Feminist Theory; Sex, Gender, and Globalization; and Power/Privilege: Gender, Race, Class, and Sexuality. Throughout her teaching and scholarship, she analyzes gender at the intersection of sexuality, race, class, and nationality. What Does It Mean to Be a Well-Educated Teacher in a Social and Political Democracy? The Well-Educated Teacher Project focuses on strengthening pre-service and in-service education to prepare teachers who can promote democracy and equity for all students and create and implement curriculum that advances democracy and equity. This session should particularly benefit conference attendees involved in K-12 teaching and teacher education. The presenters are a tripartite team representing K-12 schools, arts and sciences faculty, and teacher education faculty who are collaborating to promote the simultaneous renewal of K-12 teaching and teacher education. Sally Botzler is Chair and Graduate Program Coordinator for the Department of Education at Humboldt State University. She serves also as the Chair of the California Coalition for Educational Renewal and is Vice President for ATE (Association of Teacher Educators) of the California Council on Teacher Education. Jennifer Eichstedt is an Associate Professor in the Department of Sociology at Humboldt State University. She recently received a 2000-2001 National Endowment for Humanities Fellowship, conducted research and wrote a book on Representations of Slavery and Whiteness: Racialized Ideologies in Plantation Museums of New South. She is an active member of the American Sociology Association and of the Pacific Sociological Association. Lisa Quigley
is a fourth-grade teacher at Jefferson Elementary School in Eureka,
California. She has actively participated and provided leadership
in the Redwood Area Writing Project and the Redwood Area Math Project.
She utilizes Mediated Learning and Socratic Dialogue models in her
classroom. |
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