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Session 6: Saturday, February 8, 2003 from 10:45 a.m.-12:15 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. Advocating
for Human Rights: Students, Service Learning, and Standards
Advocating for Human Rights: Students, Service Learning, and Standards This session will address how young people can be directly involved in upholding human rights across the world in a service-learning context. The presenter will discuss a letter writing service-project through the human rights organization Amnesty International. She will provide a brief overview of the organization and letter writing program and discuss ways in which teachers and students can participate in writing letters, and steps to take so teachers and students can set up a letter-writing group at their schools. Additionally, the presenter will discuss ways in which teachers can integrate such a project into their curriculum while meeting content area standards in specific disciplines. Participants will have the opportunity to write a letter on a real case during the session. Models of letters, the Universal Declaration of Human Rights, and other materials will be provided. This session is open to youth and adults alike, but I request that students be in the eighth grade or higher. Penelope Wong is an Assistant Professor of Education at California State University, Chico. Her research interests include service learning, curriculum and instruction, and qualitative research. Confronting the Consumer Society: Educating People to Live More Simply People are overwhelmed by long hours of work, rising prices, increasing debt, and threat of job loss. In addition, people are worried about threats to the environment and the decline of civil society. The emerging "simplicity movement" helps people discover how to work less, consume less, and live more. Simplicity is "the examined life" in which we explore the consequences of our actions for our own well being, the well being of the greater community, and the well being of the planet. As Gandhi said, "Live simply so that others may simply live." In this workshop people will learn to analyze their own lives in terms of living more simply. There is no set doctrine; rather, simplicity is "the art of discernment," discovering what matters and what's important. We will explore how our consumer life also undermines sustainability and social justice. The workshop will model teaching approaches that can be used for all ages and all settings, from the classroom to the community. In particular, we will use the study circle method, a small group, peer-led form of education used extensively in Sweden. In simplicity study circles people examine their own lives and learn to find meaning in their own stories. They learn to link the personal and political, and explore the policy changes needed to help everyone live more simply (shorter work hours, reducing the gap between the rich and the poor.) Finally, they learn to take action and return to reflect together on what they have learned. People in this workshop will learn about the concept of simplicity, as well as a method of educating about simplicity that can be used in the classroom as well as in community education. Cecile Andrews, is the author of The Circle of Simplicity (HarperCollins, 1997) and a former community college administrator. She received her doctorate in education from Stanford, where she has also been a visiting scholar the last few years. She is a columnist for the education journal Paths of Learning. In the 1960s, she worked in the South with the American Friends Service Committee and was inspired by the work of Myles Horton and The Highlander Center. For more information: www.cecileandrews.com and www.simpleliving.net. Dialogue with Our Legislator: A Conversation with Assembly member Patty Berg about Education This session will allow participants to meet and hear from our newly elected California Assembly member, Ms. Patty Berg. Ms. Berg is extremely interested in the needs and interests of higher education and wants to hear from local educators and teacher credential candidates about how the legislature can more effectively address all matters affecting pubic education and local schools in rural Northern California. The session will be introduced and moderated by former Humboldt County Superintendent of Schools, Dr. Louis Bucher. Patty Berg, is the newly elected Assembly member of the 1st District of California, including Humboldt County. Indians and Non-Indian Working Together to Save the Environment This seminar will focus on cross-cultural communication research and bargaining strategies for co-managing the environment for fish, timber, and wildlife. Joseph Dupris, Joseph Giovannetti, and Kathleen Hill teach in the Native American Studies Program at Humboldt State University. Local Indian History: Is It Accurate? For the last three years Chag Lowry has worked with and documented elders from the Wiyot, Hupa, Tolowa, Karuk, Yurok, Maidu, Pit River, Shoshone, Paiute, and Washo tribes of northern California. He will share about a website, book, and poster boards that are based on these interviews and photographs, and hopes for feedback how to use these projects in local classrooms. Chag Lowry is of Maidu/Yurok/Pit River ancestry and is currently a producer/director for the local KEET-TV series Living Biographies. Mentoring Student Teachers: Working Through Interpersonal Dilemmas Mentor teachers working with credential candidates rarely have an opportunity to get together and reflect upon the challenges of working effectively with student teachers. In this session mentor teachers will have an opportunity to examine common interpersonal dilemmas that interfere with learning in mentor/ student teacher relationships. Participants will practice strategies to address issues they might presently face in working with student teachers. Keri Gelenian is Assistant Professor of Education at Humboldt State University and teaches in the Secondary Education and Masters in Education programs. National Board Certification-It's FOR Teachers! National Board Certification is recognized as a form of professional development that improves the quality of teaching. Its emphasis on teaching standards, analysis, and reflection offers teachers important insight into their own knowledge, skills, and effectiveness. Many teachers report this yearlong reflective process as the best professional development experience of their careers. www.cde.ca.gov/pd/nbpts Kay Garcia, a National Board Certified Teacher (NBCT), will describe the process for achieving national certification as well as share information about the support that is available to California teachers during their National Board candidacy. Current information will also be provided about the $10,000 and $20,000 incentive awards for California NBCTs. Are you a parent who is interested in starting a charter school? Or are you a teacher or an administrator who works in a charter school where parent involvement is central to the mission of the school? Join Patty Yancey, author of Parents Founding Charter Schools (2000), in a discussion on parents as policy-makers and decision-makers in charter schools. Yancey will present an overview of her charter research, and lead a lively discussion that will center on the following questions: What are the barriers-and possible solutions for overcoming those barriers-of teachers and school administrators sharing decision-making power with parents? As power shifts, or does not shift, among parents in the majority or in positions of authority within a charter school, how will the educational mission-the foundation of the charter petition's approval by its sponsor-remain intact? Can a group of parents with a mix of values, parenting styles and habits of mind succeed in organizing, governing, and/or operating a public school whose mission must encompass the interests and goals of the larger society? 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. In addition to arts education, Yancey has done extensive research in the area of public school reform, particularly on charter schools. A book of Yancey's case studies-Parents Founding Charter Schools: Dilemmas of Empowerment and Decentralization (Peter Lang, 2000)-chronicles the start-up sagas of two California charters. In Fall 2002, Dr. Yancey launched an arts-integrated, K-8 multiple subject teacher credential/M.A.T. program that integrates the visual and performing arts throughout the two years of coursework. Headquartered at USF's Oakland Campus, fourteen teacher candidates are now enrolled in the program's inaugural cohort. 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. She is also one of the contributing authors of Inside Charter Schools: The Paradox of Radical Decentralization (Harvard University Press, 2001). Providing Comprehensive Prevention and Intervention Services in the School In a period of declining enrollment and diminishing resources, providing mental health services to children and families within the school setting has become challenging. For the past ten years, faculty and school-based professionals at Humboldt State University have been working to develop a collaborative training program for graduate students in school psychology in cooperation with local school districts. In this program, practicing school psychologists and graduate student trainees are responsible for delivering comprehensive school psychological services in rural and suburban schools on the northern coast of California. We are attempting to support settings where psychological services and all of the activities encompassing the role of the school psychologist can be modeled and practiced, including the delivery of prevention, early intervention and counseling services, and consultation with school staff, parents and community-based professionals. Our goal is to implement a preventive and system-of-care approach to delivering psychological services to all children and staff, and to train school psychologists to adopt an ecological and preventive frame of reference for their work. This workshop will provide details regarding the development and implementation of school-based service delivery programs designed to improve the well being of children and the climate of schools. Brent Duncan, Ph. D. is a Professor in the Psychology Department at HSU & Director of the HSU School Psychology Training Program. Dr. Duncan is currently President of the California Association of School Psychologists (CASP). Chris Byrne is School Psychologist, Arcata Elementary School District and a Lecturer/Supervisor in HSU School Psychology Training Program. Steve Kelish is Superintendent of the Arcata Elementary School District & Lecturer in HSU's School Psychology Training Program. Eileen Klima is School Psychologist, South Bay Union School District & Lecturer/Supervisor in HSU's School Psychology Training Program. Lisa Miller is School Psychologist, McKinleyville Union School District & Lecturer/Supervisor, HSU's School Psychology Training Program. Reading, Writing, and Rising Up: Unlearning the Language Stereotypes that Bind Us In this hands-on, practical session, participants will examine how popular culture - Disney movies and cartoons - creates stereotypes about characters who speak "nonstandard" dialects or who speak English with an accent; teachers will also explore ways to help children both acknowledge and "unlearn" those stereotypes. But learning about stereotypes isn't enough. Students must find ways to change the injustice they see - and in school that means learning to write an effective persuasive essay. Handouts will include introductions, conclusions, criteria sheets as well as student samples. Linda Christensen, is author of Reading, Writing, and Rising Up: Teaching for Social Justice and the Power of the Written Word, and co-editor of Rethinking Our Classrooms: Teaching for Equity and Justice. She taught Language Arts for over twenty years at Jefferson High School in Portland, Oregon, and currently is Language Arts Coordinator for Portland Public Schools. She is a member of the Rethinking Schools editorial board, director of the Portland Writing Project, and a founding member of the National Coalition of Education Activists. Rethinking Globalization: Teaching for Justice in an Unjust World In this participatory workshop, longtime teacher Bill Bigelow will demonstrate aspects of his new book, Rethinking Globalization. Bigelow's book covers an array of issues including global warming, sweatshops, child labor, the WTO, genetically engineered food, and the destruction of indigenous cultures. The workshop will examine how teachers can engage students in thinking critically about issues of global justice. Bill Bigelow has taught social studies in public high schools for 25 years. He is an editor of the national education reform journal, Rethinking Schools. Sign Language in the Classroom Did you know that sign language can improve a hearing child's literacy in vocabulary, reading, spelling and even arithmetic? It can also improve their self-esteem and certainly enhance the classroom setting. This workshop will help you incorporate sign language activities into a classroom setting. Through a variety of activities, attendees will gain practical experience using sign language and the manual alphabet. With lecture and role-play they will also learn how to best meet the needs of their students with hearing loss. Vonnie Pfingston and Rhonda Geldin both have extensive experience in teaching American Sign Language and as sign language interpreters. They are both lecturers in the Child Development Department at Humboldt State University. Team Work: Creating a Supportive Classroom for the Inclusion of Special Needs Students This session will provide an opportunity for educators and parents to ask questions and problem-solve on inclusion. How do you talk with a family about a child's disability? How do you encourage the family to be more involved in the classroom? This is your chance to collaborate and create positive solutions in an open discussion. Be ready to participate, this is not a lecture. Terena Scott is the parent of a special needs child and advocate for families in Lake and Mendocino counties and a teacher at the School for Performing Arts in Ukiah, CA. Diane Davis is the parent of special needs child, an advocate for families, and Lake County representative of Parents Anonymous. Jo Moore is the parent of a special needs child and advocate for families in Lake County. The River School: Organizing a Student-Centered Integrative Curriculum to Fit the Needs of Adolescents By nature, human beings are self-determining and learn best when knowledge is coherent and meaningful. This is especially true of middle schoolers. The River School's development of the explicit curriculum is a student-centered, systems approach that engages students through their own questions, fosters their burgeoning analytical thinking with challenging and relevant lessons, and involves their own ability to reflect and assess their own learning. This systems approach to developing integrated curriculum is developmentally responsive to the needs of middle schoolers while meeting the requirements for standards and accountability. River School teachers will present their work in developing such a curriculum. Alan Little is a lead teacher at the River School since 1997, having taught in California and Hawaii. He has taught math, science, and is currently coordinating the Integrated Math Program and technology at the River School. Sara Euser is a lead teacher for the sixth grade team and has been at the River School since 1996. She taught in Oregon and was a gifted and talented resource specialist for elementary schools in Napa. Unfolding
Family History: Timeline Accordion Book A book in a box in an hour. This book art project is inspired by Aztec and Mayan practice of using screen fold annals or accordion books for ritual calendars and tribute list, as well as for recording historical chronicles and genealogies. JoAnne Berke is Associate Professor of Art Education at Humboldt State University. Visualizing Change: The Role of Film In Creating Safe Schools Bob Kim, a former civil rights attorney and the current director of outreach and training of the Respect For All Project, a program of Women's Educational Media (WEM), will present a montage of film clips produced by WEM to demonstrate the power of film as a starting point to prevent prejudice and build respect in the classroom. The presentation will include footage from It's Elementary, That's a Family! and an upcoming film addressing name-calling and bullying among students. Kim will highlight the use of film and accompanying curricula as a way to satisfy curricular and legal mandates while fostering respect, safety and equal educational opportunity for all students. Bob Kim is the Director of Outreach and Training of the Respect For All Project, a program of Women's Educational Media, which provides free diversity trainings to public schools in California. Prior to joining the Project, Kim was a staff attorney at the American Civil Liberties Union, where he focused on, among other topics, bias and discrimination cases involving students, teachers and school districts. He is a graduate of Williams College and Boston College Law School.
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