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CPC Appeal: Tabitha DellAngelo

Appeal to the College Promotions Committee Tabitha DellAngelo Elementary and Early Childhood Education January 15, 2014

CPC Appeal: Tabitha DellAngelo Context

The letter I received indicating the denial of my application for promotion seemed to indicate that the area of concern was Teaching. The information contained in this appeal includes further clarification of my accomplishments in this area as well as a brief review of my portfolio in the areas of Scholarship and Service. In each section I have tried to make explicit the connections between my work and the Disciplinary Standards of the College and the Department of Elementary and Early Childhood Education.

CPC Appeal: Tabitha DellAngelo Table of Contents Context Summary of Teaching Quality Disciplinary Standards as they relate to my Teaching Quality of Teaching Effectiveness related to Student Evaluations Contributions to the liberal learning program New courses, curricula, or pedagogies developed at TCNJ Indpendent studies and other non-classroom modes of instruction Professional conferences and workshops Advising and Mentoring Scholarship Service Examples of Assignments with guidelines and rubrics Full list of courses taught over the past three years 2 4 5 11 12 12 12 13 15 16 21 24 30

CPC Appeal: Tabitha DellAngelo Summary

I teach undergraduate and graduate courses that are required for elementary and early childhood education [EECE] majors including students in both the traditional and urban education tracks. While my focus is primarily on the EECE students I have received approval via the liberal learning program to have the Introduction to Urban Education course [ELE 203] meet the requirement for behavioral, social, or cultural perspectives. I believe having a wide range of perspectives is important in a class like this one. A class full of students who are too like-minded is at risk for lack of intellectual challenge. However, this course seems to consistently draw students from diverse backgrounds and perspectives and we all benefit from that diversity of thought and experience. In addition, I have had the privilege of working with a wide variety of majors while teaching courses in the Freshman Seminar Program. The courses I teach are typically one day per week for a longer block. In order to facilitate learning in that block of time I vary teaching strategies often while still being mindful that my teaching modality is a good match for the content being addressed. I believe one of the most important skills to be accomplished in my courses is bridging the gap between theory and practice. I use a variety of modalities including traditional lecture, group collaboration, hands on activities, interviews, library research, observation, and critical reflection to help students build a strong foundation in the theory while also seeing how that knowledge can be applied to real life situations. My hope is that they will use that theoretical knowledge and practical experience to devise solutions and strategies for the enduring challenges we face in education. The content of my coursework naturally includes a focus on issues of equity and diversity. We not only explore these issues from a social and political standpoint but we engage in a process of self-reflection. I encourage students to recognize the evolution of their own cultural identity and to push themselves into places that may be uncomfortable in order to promote growth. In this regard I act with transparency about my own growth in this area. I believe it is important for them to not deny the bias they may bring but instead confront it, examine it, and challenge it. Sharing my own experiences may help them to act with more integrity as they engage in this level of reflection. I have also been able to use my own scholarship to underscore these ideas. For example, I worked on a project with CNN where we replicated the Ken and Mamie Clark Study that influenced the Brown v BOE court case that ended segregation in public schools. The results of this study help to illustrate the inherent bias of American society with regard to race. Additionally, my on-going project examining how pre-service teachers understand and apply issues of social justice into their practice has been an invaluable tool in teaching about social justice in schools. Given that many of the students in my courses are studying to become teachers I believe that modeling best practices is imperative. I not only model the actual practicws but I also let them in on my metacognitive process with regard to all aspects of my teaching including planning, implementation and assessment. I communicate my rationale for assignments so they know exactly what I am hoping they will gain from a particular intellectual endeavor. I am committed to letting them in on my metacognitive process so that they can see (at least one model) of the process behind what happens during instruction. While sometimes feel this makes me vulnerable, my student feedback

CPC Appeal: Tabitha DellAngelo

suggests that my students are experiencing a positive learning environment. For the item, asking if my teaching style contributed to learning material in the course I have an average score of 4.71 and the item instructor treats students with respect I have received an average score of 4.83 over the past three years. A few examples from student comments on my course evaluations include: I enjoyed the discussions and the enthusiasm that the instructor brought to the course. She is able to reach out to the students beyond the curriculum. The literally practices what she teaches. She is fantastic. She was knowledgeable and caring. Often made connections with real-life situations. Great methodology. The content itself is critical and the professor was able to give concrete examples and solid explanations. Her expertise and enthusiasm helps! I appreciate Tabitha's passion and how she brings herself to her teaching. I think that she makes the information very relevant and approachable. Disciplinary Standards as they relate to my teaching The following items represent the specific qualities listed in the Tenure and Promotions document (pgs. 7-8). In the following table I will list each one individually and address how I meet each criterion. Criteria Subject mastery, currency, and on-going growth in ones discipline and/or across disciplines Evidence I hold a PhD in Applied Psychology from the University of Pennsylvania and have worked on both large-scale evaluation studies as well as smaller research projects more locally. In addition, I have attended professional development workshops both on and off campus to continue to enhance my subject mastery and promote growth in my own practice. In order to enhance my teaching of research methods I was a participant in several pre-conference workshops at the American Educational Research Association conference focused on Action Research and Academic Writing. In order to support my teaching and planning in the Urban Education course sequence I have attended workshops focused on Critical Race Theory and Theater of the Oppressed. I have also completed professional development exams (for credit) focused on Attachment and Adoption related difficulties in children. This knowledge is helpful in my Child Development coursework [ELE 201].

CPC Appeal: Tabitha DellAngelo The creation of caring and respectful learning environments in which the contributions of students and faculty are valued and recognized.

Enthusiasm that arouses student interest, curiosity, and motivation.

Rapport with students

My student evaluations are consistently good in this area. On the item asking students if the instructor, promoted an atmosphere that was conducive to students sharing ideas and knowledge my average score is 4.84. And, the item instructor was respectful of differing veiwpoints expressed by students I received an average score of 4.79. Peer evaluations also indicate that creating respectful learning environments is a strength. My personal focus on equity is part of my teaching practice and I make every effort to model this in my coursework. In addition, I have welcomed Career and Community Studies [CCS] students into my courses as well as taking a group of students to Wagner Correctional Facility for a course. CCS students are enrolled in a special TCNJ run program that serves students with significant limitations both in intellectual functioning and adaptive behavior. At Wagner, the inmates represented a wide range of abilities from truly gifted to students with clear learning disabilities. In both of these cases incorporating care and respect into the learning environment is extremely important. Also, I frequently include activities to build community in my coursework that are taken from the work of Augusto Boal from Theatre of the Oppressed. These activities are specifically meant to create spaces where all voices are heard and valued. Student evaluations consistently reflect that this is a strength. On the item asking if I encouraged and motivated [students] to do their best I received an average score of 4.8. And, the corresponding question asking if my teaching style contributed to learning material in the course I have an average score of 4.71. On the item, instructor communicates enthusiasm for subject matter my average score is 4.86. In order to maintain a high level of enthusiasm and motivation in my coursework I incorporate a variety of modalities including small group work, engaging with current events and podcasts and focusing on the real life application of what we are learning via service projects and field work. I often build on the work of scholars like Kieran Egan who writes about the importance of engaging students curiosity and creating affective connections as well as Daniel Willingham who supports the use of storytelling, creating affective connections and using multiple modalities to enhance learning and memory. In addition to consistently high student evaluations my

CPC Appeal: Tabitha DellAngelo

Incorporations of ones scholarship into teaching, when appropriate, including the effective supervision of student research and the incorporation of students into ones scholarship, when appropriate

good rapport with students has been noted in peer evaluations of my teaching. In addition, I have a large advising course load with at least and additional 15-20 students who just come to see me for advising because I am a trusted and reliable resource, even though I am not officially their advisor. I have several letters from student included in my portfolio. I use the historical background as well as the results from the Ken and Mamie Clark replication study in my Child and Adolescent Development course as part of our study of identity development. In my Urban Education course I have students examine my research on obstacles to student learning, poverty and achievement as well as more recent work on how teachers view social justice in their practice. The social justice research has included student involvement almost from the inception and students continue to contribute to this work. In addition, I have supervised 11 student research projects and have another project beginning this semester (Spring, 2012). As a result of these collaborations students have presented at the Celebration of Student Achievement and submitted articles for publication. I have taught courses at each of these levels with success. I have developed two new introductory level courses; Introduction to Urban Education [ELE 203] and Introduction to Teacher Research [ELE 302]. Both of these courses also meet liberal learning requirements. I have also developed and taught 3 FSPs Popular culture, power, and identity and Applied Theater were developed solely by me and included service projects. Storytelling was co-created with Stuart Carroll and also included a service project. In addition, I teach graduate level courses both here and in off-site locations when needed. I have taught Cultural Foundations [EDFN 521], Advanced Human Growth and Development [EPSY 523], and Internship I [EDUC 694] among others. Internship I [EDUC 694] is a course that connects theory and practice. Students in this course design and implement curriculum and prepare for their final student teaching placement. My role in this class is to teach a wide variety of pedagogical and classroom strategies as well as supervise and mentor students in their field placement.

Commitment to all levels of the curriculum, including First Seminars, liberal learning, introductory courses, and graduate courses, where appropriate.

CPC Appeal: Tabitha DellAngelo

Careful preparation and clear organization of lessons and pedagogical materials that enhance student learning.

Because I strongly feel that I must model the kind of teaching that I hope my students will reproduce I work hard to match the content with the modality I used to teach it. For instance, I have developed mini experiments for students to conduct in their field placement in order to really grasp how children learn memory strategies. I also use Podcasts and articles that relate the content to what is going on in the world in order to help students make an affective connection to the material. My courses and calendar are always fully prepared in advanced and all of my assignments have clear guidelines and rubrics that I constantly revise when necessary. On the item, instructor was well-organized and prepared for class my average score is 4.55. Attention to student Student learning outcomes from my courses always learning outcomes that include attention to the skills and competencies needed to help develop students be successful beyond their time at TCNJ. I often include as successful, ethical, activities and assignments that require students to engage and visionary leaders with technology in meaningful ways. This may include in a multicultural, creating a group Wiki for course collaboration, utilizing highly technological, the discussion boards to provide feedback and ideas for and increasingly global one another, or producing work that is published on the world. web like the Teaching4Change website. In both Child and Adolescent Development and Introduction to Teacher Research issues of ethics are addressed explicitly but in all courses we look at issues from multiple perspective and consider ethical considerations when thinking about decision related to schools, communities, children and the like. I also benefit from teaching several courses abroad and being able to bring perspectives back to my TCNJ students that might not be immediately available to them otherwise. For instance, an article that I frequently use that harshly critiques child labor practices in places like India and Pakistan was read very differently by students of Pakistani descent who were in one of my off-site courses. The opportunity to bring that kind of perspective back to TCNJ has been invaluable. Purposeful Every semester I make notes related to each topic that I experimentation with teach and seek to find ways to improve my pedagogy. I ones pedagogy in ways have given students the opportunity to create video that foster engaging projects and express themselves with poetry, my Child educational Development course includes a research project about the environments that are intersections of social policy and the development of characterized by children, in the Introduction to Urban Education course

CPC Appeal: Tabitha DellAngelo academic freedom, creative expressions, critical thinking, intellectual inquiry, and community engagement The creation and/or revision of courses and curricula in ways that foster a vibrant intellectual community that is built around a shared commitment to scholarly inquiry

Thoughtful mentorship and advising that contribute to students cultural, social and intellectual lives

we examine specific ideas related to policy and NJ in particular, and all of my classes include community engagement. We use what we learn in the field to help bridge the gap between theory and practice. I also organize community engaged learning outside of my coursework. Also, I have weaved Theatre of the Oppressed and Improvisational acting into several courses with success. The creation of the two new departmental courses were directly related to this standard. I saw a gap in the foundational knowledge of the students in my department and thus created Intro to Urban Education in order to help them understand the social and political underpinnings that will impact their work as teachers. I also felt that it is important for teachers to understand how thinking like a researcher, trying out new pedagogies, looking closely at student work, and using data to inform classroom decisions is vital and that is what motivated me to create the Introduction to Teacher Research course. In addition I was part of the group that originally conceived of the Urban Education Option in the EECE department. I was given charge of making that program a reality, created the framework for the program, gained state approval, and have grown the program from just one student to ~60 students today. In 2009 we had one graduate, we now have 12 alumni and this year (2014) we will have nine more students graduate from the program. I hold both group and individual advising meetings throughout the semester. I spend a great deal of time on mentorship and advising and frequently do so with students who are not technically my advisees. I also am the faculty advisor for the student group DREAMS (Devoted to Reaching Expectations and Mentoring Students) as well as an Academic Fellow for the Bonner Center where I help to mentor and advise students who are working in local schools. I have been invited to speak at conferences sponsored by Union Latina and the Black Student Union and am frequently approached by student groups for both formal and informal mentorship. In my role with off-site programs I mentor students through the process of completing their programs, obtaining certification, and provide both pedagogical and career advice. Lastly, I have maintained a relationship with many alumni

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Respect for and fair treatment of students as individuals

Pride in offering an individualized educational experience for every student

Timeliness and professionalism in meeting classes and evaluation student work

including the 12 graduates of the UE program and continue to act as a mentor to them. My student evaluations reflect that this is a strength in my practice. My average scores on the item, instructor treated students with respect is 4.83. And, I have successfully taught inclusive courses with both CCS [Career and Community Studies] students and Prison inmates from Wagner Correctional Facility. I am always open to making modifications for students when individualization is needed. And, more generally, my courses often handle topics where opinions differ greatly. I work very hard at being pedagogically neutral so that students know and understand that all viewpoints are welcome and that we can learn a great deal from disagreements as long as we handle them with respect. I understand that students bring a myriad of perspectives, vary in learning style, and offer different strengths to the class. Therefore, I incorporate a wide variety of ways in which we can engage with the material in an effort to engage all learners. In addition, I provide choices to students for assignments so that they may focus on what interests them the most for both small and large research papers. To be sure, there are times when we all handle the same topic. But, more often than not my objective is focused on critical thinking and applying theory to a problem so I allow students to do this via a topic that will motivate them to engage in a meaningful way. I also have created many tools for classroom engagement that were created with a specific student in mind but benefit the entire class. For instance, one semester I had a student with differing abilities who prompted me to create graphic organizers for taking notes about articles. I offered this tool to the entire class (so not to draw attention to any particular student) and more than half of the class used it and noted how much it helped. Creating these kinds of tools in my classroom has since been a regular practice that has helped both my students and me. I really work hard at this and am proud of the results. Most of the work in my classes include research papers and they take time to grade thoroughly. Still, my average score on this item over the past few years is 4.54. And, my average score on the corresponding item, Instructor provided valuable feedback for the same time period is 4.62. I feel this is particularly important since timely feedback is only as valuable as the academic support and

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Rigor and transparency in evaluation student work

guidance it provides to the student. In order to improve in this area I have brought in the writing center to my classes to teach how to conduct peer reviews so that the students can do a first round of feedback with one another. I also consistently assign [ungraded] parts of papers throughout the semester that allow me to provide needed feedback and turn around the feedback for graded pieces much more efficiently. This past semester (Fall, 2013) I had a goal of getting all feedback to students within one week of their submission and I was successful. All assignments have rubrics associated with them so that students know exactly how they will be assessed. See attached examples beginning on page 24).

Quality of Teaching Effectiveness related to Student Evaluations I have demonstrated high quality teaching in each of my courses. My student evaluations have consistently been very strong. Although my full set of evaluations are included in the original binders, I have included a table (below) that provides a summary of my course questions mean scores and instructor questions mean scores for the courses I teach most often. Course Title FW Semesters Course Instructor H Question Question s Mean Mean Undergraduate level ELE Child & 201 Adolescent Growth and Development ELE 203 Introduction to Urban Education

3.0

Spring, 2011 Fall, 2012 Spring, 2013

4.59 4.56 4.26

4.84 4.67 4.41

3.0

Fall, 2011 Spring, 2011 Spring, 2012 Spring, 2013 Summer, 2012 Summer, 2013

4.5 4.47 4.81 4.39

4.66 4.79 4.78 4.56

Graduate level EPSY Advanced 523 Human Growth and Development

3.0

4.6

4.79

CPC Appeal: Tabitha DellAngelo Contribution to the liberal learning program

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I have taught several courses that meet liberal learning requirements including three Freshman Seminars, ELE 203: Introduction to Urban Education meets the Race/Ethnicity requirement in behavioral, social, or cultural perspectives. This course is required for students in the Urban Education option, and is regularly taken by students across campus including history, music, and English majors. New courses, curricula, or pedagogies developed at TCNJ 5 Year Urban Education Option of the Elementary and Early Childhood Program: I worked as part of the team that created the Schooling and the American Dream course that eventually became Introduction to Urban Education (ELE 203). This team laid the groundwork for the Urban Education Program and I took the responsibility for drafting the documentation in order to have the program approved by the state. The program is a five-year program that culminates in a Masters degree and certifications in either Elementary or Early Childhood Education as well as certification to teach English as a Second Language. This past year I wrote an Introduction to Teacher Research (ELE 302) course in order to make teacher inquiry and undergraduate research a more formal and permanent part of the urban education program. This program was officially recognized by the State of New Jersey in 2009. That year we had one graduate from the program. To date we have twelve graduates and there will be nine more graduates in May, 2014. The program has grown from just one student in 2009 to approximately 60 students in Fall, 2013. I have also written and taught two FSPs and collaborated with Stuart Carroll on the creating and implementation of a third FSP. I am currently working with Emily Meixner in writing a new course focused on Critical Pedagogy. I have met with Jon Stauff and drafted a course to be taught in Latin America. The current course is drafted to be taught in Honduras and will be submitted for review this semester. Finally, I have taught several mini courses as part of the Career and Community Studies Program [CCS]. Independent studies and other non-classroom modes of instruction The following list represents undergraduate research that I mentored as Independent Study Projects o Razcko, Annie (2006). Making connections with children using theatre o Szabo, Tara (2008). How does writing in urban school districts compare to what is expected of students by standards and experts in the field of writing? o Going, Krista (2008). Investigating an elementary peer mediation program.

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o Kao, Chen Chu (2009). Cram schools: How students in Taipei, Taiwan think about study. o Hart, Kim (2009). Examining the KidsBridge Lifeskills program in Trenton, NJ o Kerley, Jessica (2010). How to kill a chicken: Valuing local knowledge in a second grade ESL/sheltered classroom o Hart, Kim & Avisado, Kristina Bullying in the classroom. May, 2011. o Rarich, Rosie (2012). Using yoga with children: Developing selfregulation strategies. o Gerity, Megan (2013). Confined Identities: Refugees of Burma in an Inner City Public School: Perspectives of Identity According to the Phenomenological Variant of Ecological Systems Theory o Grasso, Katherine (2013). Can yoga practices in classrooms relieve children from urban communities stress? o Martin, Kelsey & Kelly, Susan, (2013). How do pre-service teachers differentiate instruction?

Conferences with students: * Loribel Mulero and Ashley Gianfrancesco accompanied me and assisted in my presentation to the American Educational Research Association in Denver, Colorado * Robyn Beekman and Loribel Mulero accompanied me and participated in the Education Trust Conference in Washington, DC Speakers and Presentations: I have initiated more than 15 seminars serving not only our department but open to the entire campus community. These workshops have included presentations on a wide range of topics that complement student course work and community engagement projects. I also hosted a multicultural film series for several semesters that were well attended. A full list of presentations and films can be found in Appendix L.1. MUSE (2011) Social Justice in the Classroom: Its not an Add on! This work was done with Mariah Alston (student) and Louise Ammentorp (faculty). We completed our project, submitted a proposal that was accepted by the American Educational Research Association conference, and built an on-going project based on this work. Mariah went on to continue the work and conducted an Independent Study and presented her new work at the Celebration of Student Achievement the following year. SOSA (2013-2014): This past semester I had a team of four students who linked their personal research interests with my SOSA project on Social Justice Teaching. Professional conferences or workshops American Educational Research Association, Action Research Workshop, 2011, New Orleans I was a participant in this workshop. Although I teach courses

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that focus on teacher research and engage in this practice myself I felt that I could use more support and ideas for how to successfully implement this kind of inquiry into undergraduate programming. In the course we discussed several models for teaching action research in the context of a teacher education program. I used the ideas and materials from this workshop to frame the research component for the Urban Education students. American Educational Research Association, Academic Writing Workshop, 2011, New Orleans I was a participant in this workshop. The workshop included a panel of scholars at different career stages. They offered insight and strategies to manage time and balance teaching, service, and research responsibilities. I have found that many of the strategies that were suggested for me are also useful planning tools for our students who are engaging in research. I have used these ideas to scaffold the writing process for my students as well as teaching them time management and planning skills to support their success when big projects are due. ChildLight Yoga, Childrens Yoga Training, 2009, Devon, PA This two day workshop provided training on how to appropriately plan yoga classes for children at various developmental stages. I have used this knowledge to discuss the intersections of physical, cognitive, and social-emotional development in children when teaching Child and Adolescent Growth and Development. In addition, I offer childrens yoga classes at field sites to teachers. This has helped in creating and sustaining good relationships with the schools. Yoga for Classrooms, Teacher and Trainer Intensives, 2011, Dover, NH These were two separate trainings. The first was just a one-day workshop to learn how to include yoga into classroom practice. Yoga for Classrooms does not require children to remove shoes, get changed, or even move from their desk. Therefore, worries about taking time away from academics are lessened. After sharing this practice with TCNJ students via a very well-attended evening workshop I decided to become a licensed trainer so that I could conduct the one-day workshops myself. I have incorporated aspects of this practice into all of my classes in order to teach simple strategies for transitions, focusing attention, and learning readiness. I have also held a training workshop at TCNJ and have another scheduled for September 28, 2013. American Educational Research Association, Doing Critical Race Theory, 2013, San Francisco I was a participant in this workshop. The session focused on ways in which Critical Race Theory [CRT] can be used to support and inform our research. Several scholars shared their work and how they used CRT to frame their scholarship. Since that session I have been working on framing two articles with concepts from CRT. Theatre of the Oppressed, Rehearsing our work: ThinkDo..RethinkRedo, 2013, Philadelphia I was a participant in this session intended for teachers, trainers, and facilitators who use Theatre of the Oppressed [TO] in their work. TO is based on the teachings of Augusto Boal who, inspired by Paolo Freire,

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used theatre games as a way to educate about the dynamics of power and oppression. I use TO in all of my classes. When I first began at TCNJ I immediately began using improvisational acting with pre-service teachers as a way to promote adaptive listening skills and encourage them to be in the moment with their students. Jean Konzal, our former chair, introduced me to the work of Augusto Boal and it was immediately clear that this was an ideal way to focus the improvisational acting techniques so they could be most useful to our students. Adoption Learning Partners, (1) The Journey of Attachment, (2) Conspicuous Families, (3) Finding the Missing Pieces: Helping Adopted Children Deal with Grief and Loss, (4) Medical Issues in International Adoption, and (5) Adopting the Older Child, 2013, on-line I completed these five training modules as part of my own international adoption process. The information in these modules was so relevant to my Child and Adolescent Growth and Development course that I decided to take the exams in order to earn the professional development hours. I have used the information from these courses in my teaching. They have given me a new perspective on critical topics such as attachment. They have also enhanced my perspective on the impact of culture not only on adoptive families but also mixed race families. Advising and Mentoring I am the primary advisor for the 5 Year Urban Education option of the Elementary and Early Childhood Programs. In addition, I always have at least a handful of traditional ECE or ELE majors on my advising list. My official advising load has ranged from 35 to 65 students. My current advising group includes 55 undergraduate and graduate students. In addition, I advise students who are enrolled in the global program in Bangkok, Thailand. Formally, I am a mentor for the Minority Mentoring Program run through the Office of Admissions by Jamal Johnson. I also am an advisor for the urban education student group DREAMS. Informally, I try to act as a mentor to all of my students. I help them with their research even if they are not my Independent Study students, I try to get to know them and what they love and what gets in their way so that I can help support their success. I have positive feedback from students and other faculty that support the notion that I am an effective advisor and mentor. I keep two main goals in mind. First, I want the students to know that they have an adult who cares about them and that they can trust on campus. Second, I want them to know that I expect them to work hard and become the kind of teacher for whom I would be happy to see their name on my sons classroom door. I feel the time spent with advising and mentoring pays off in many ways. Some students may be motivated because they know I care, others just because they know I am paying attention. And, the more successful and happy my advisees are the easier my job of advising is.

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Scholarship The Disciplinary Standards for the Department of Elementary and Early Childhood Education recommend that in order to be promoted to the Associate level candidates should produce at least six peer reviewed articles or book chapters [and] present at state and/or national peer reviewed conferences annually. (page 6). I have met these criteria with the following publications and presentations: Articles and Book Chapters 1. Dell'Angelo, T. (in press). The power of perception: Mediating the impact of poverty on student achievement, Urban Education and Society. Journal article. This journal is focused on new ideas related to educational processes, controversies, research, and policy. They report an acceptance rate of 19%.

2. Seaton, G., DellAngelo, T., Youngblood, J., & Spencer, M. B. (2007). Moving beyond the dichotomy: Meeting the needs of students through contextually relevant educational practices, Teacher Education Quarterly, Spring, 2007. This journal is a peer-reviewed journal dedicated to advancing knowledge and research on the work of teacher education researchers and practitioners. The acceptance rate is 11-13 %. My contribution to this co-authored article is ~ 40%. 3. DellAngelo, T. (2012). Discovering the Other and Rewriting Personal Autobiographies: What Happens When Traditional College Students and Prison Inmates Study Together?, American Educational Research Association On-Line Repository. 4. DellAngelo, T., Seaton, G., & Smith, N. (forthcoming). Critical Theory in Education, Pederson, J. & Totten, S. (Eds). In Analyzing, Discussing and Acting on Social Issues in the Classroom, Information Age Publishers: Charlotte, NC. I submitted a proposal that was accepted to write this chapter. I then invited my two co-authors to assist in some areas in which they had more expertise. My contribution to this chapter was ~70%.

5. DellAngelo, T. (2013). A Question of Balance: My Journey of Cultural Evolution. In James, J, & Peterson, N. (Eds.), White women get real about race, pp. Virginia: Stylus Publishers. This chapter was accepted after a proposal and peer review process.

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6. DellAngelo, T. (2007). Promoting positive staff development, in New Jersey Customized Edition: A Handbook for Educational Leadership Interns, Leake, D. (Ed.) Invited chapter. 7. Swanson, D.P., Spencer, M.B., DellAngelo, T., Harpalani, V., & Spencer, T. (2002). Identity processes and the positive youth development of African Americans: An explanatory framework. In C.S. Taylor, R.M. Lerner, & A. von Eye (Eds.), Pathways to positive youth development among gang and non-gang youth (pp. 73-99) New directions for youth development, No. 95 (Gnoam, Series Ed.). San Francisco: JoseyBass. * Invited chapter. My contribution to this chapter was ~ 20%. 8. Spencer, M. B., Harpalani, V., Fegely, S., DellAngelo, T., & Seaton, G. (2003), Identity, Self, and Peers in Context: A Culturally Sensitive, Developmental Framework for Analysis, In Lerner, R. (Ed.) Handbook for Positive Child Development. * Invited chapter. My contribution to this chapter was ~ 20%. 9. Spencer, M. B., Harpalani,. V., Dell'Angelo, T. (2002), Structural racism and community health: A theory-driven model for identity intervention, in Walter R. Allen, Margaret Beale Spencer and Carla O'Connor (ed.) African American Education: Race, Community, Inequality, and Achievement a Tribute to Edgar G. Epps (Advances in Education in Diverse Communities: Research, Policy and Praxis, Volume 2), Emerald Group Publishing Limited, pp.259-282 Invited chapter. My contribution to this chapter was ~ 30%. Peer Reviewed Conferences DellAngelo, T. (2012). Discovering the other and rewriting personal educational autobiographies: What happens when traditional college students and prison inmates study together. National Association of Multicultural Education, Philadelphia, PA DellAngelo, T, Ammentorp, L., & Alston, M. (2012). Social Justice in the Classroom: Its not an add on! American Educational Research Association, Vancouver, Canada. DellAngelo, T. (2011). Practical applications of a Social Justice Orientation for Classrooms. National Association for Multicultural Education, Chicago, Ill. DellAngelo, T. & Seaton, G. (2010). Constructing identity across contexts: Student and teacher. American Educational Research Association, Denver, Colorado. Amtzis, A. & DellAngelo, T. (2010). Outcomes and Insights: A study of assessment and subjectivity in evaluating teacher research. Penn Ethnography Forum, February, 2010.

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DellAngelo, T. (2008). Talking about this stuff is hard!: An exploration of using childrens literature to discuss diversity in elementary schools. National Association for Multicultural Education, New Orleans, LA DellAngelo, T. (2008). Separate and Unequal: Urban Schools in New Jersey, 14th Annual Minority Achievement Conference, Trenton, NJ DellAngelo, T. (2008). Assessing Stress and Coping in Pre-Service Teachers, American Educational Research Association, New York, NY DellAngelo, T. (2008). Using Wikis to Enhance Teaching and Learning, Lunch and Learn Workshop, The College of New Jersey DellAngelo, T. (2008). Effective Communication with Students using web technology, Faculty presentation, The College of New Jersey DellAngelo, T. (2005). Teacher-Principal Relationships in the Philadelphia Public Schools: Creating a Positive Environment for Learning, American Educational Research Association, Montreal, Canada DellAngelo, T. (2003) Teaching and Learning in Philadelphia Schools, Proseminar session, School of Arts and Sciences, University of Pennsylvania DellAngelo, T. & Tucker, S. Whats in an A: A study of grade comparability in a large urban school district. poster at the meeting of the Society for Research on Child Development, Minneapolis, MN, 2001 paper presented at the American Educational Research Association [AERA], New Orleans, LA, 2002

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In addition, the Departmental Disciplinary Standards recognizes other forms of scholarship that I have produced (see chart below) Activities of a Teacher Scholar Internet based publications Evidence DellAngelo, T. (on-going). Youll Read This and Like It, Fig Doylestown. * This is a local blog for which I write about issues related to children and parenting. DellAngelo, T. & Rarich, R. (2012). Yoga in the Classroom: How can we help our children? Elephant Journal DellAngelo, T. (2009). Flash cards or free play: What should our kids be learning in pre-school? Parents Ask DellAngelo, T. (2009). Invented spelling: Three reasons its right to let yor kids spell rong, Parents Ask Parents Ask is an on-line publication that serves as a resource to parents. Articles for this site were invited. DellAngelo, T. (2006). What education can learn from business, Huffington Post DellAngelo, T. (2006). Children and teachers being left behind, Huffington Post The Huffington Post is an on-line publication and both of these articles were invited.

Program evaluation that includes creating of new knowledge in the field Editing-Reviewing

Emily Fisher Charter School Evaluation (Appendix K.14)

I have been invited as an external reviewer for several journals and textbooks. Journals for which I have reviewed include Urban Education, Developmental Psychology, and Action in Teacher Research. I review about five articles per year. I also review for both the AERA and NAME Conferences each year. I was also invited to review two chapters from the textbook, The Developing Person through Childhood and Adolescence by Kathleen Berger, published through

CPC Appeal: Tabitha DellAngelo Worth Publishers.

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Grants

DellAngelo, T. US Dept of Education, Teacher Quality Partnership Grant (unfunded) full document is included in binders DellAngelo, T. & Prieto, C., Diversity Report prepared for the Office of the Provost at The College of New Jersey. Kids on Race (2010). Series produces for the Anderson Cooper AC 360 program on CNN. I served as part of a team that replicated the Kenneth and Mamie Clark study investigating childrens racial bias. (Appendix K.11)

Collaborative work Leadership in field and community

CPC Appeal: Tabitha DellAngelo Service

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The College Tenure and Promotions document states that to be considered for promotion to Associate Professor, one must demonstrate, service to the department/program, school, and/or the College contributing to the effective operation and growth of the institution; to the community (applying academic skills and experience to the solution of campus, local, national, or international problems); and to the profession (advancing ones academic profession through active participation in professional and scholarly organizations (pg. 7). Urban Education Coordinator Responsibilities include Service to recruitment and retention, advising, marketing, organizing department/program field placements for volunteer work and for the Social Studies Methods course, maintaining relationships with local schools, bringing in speakers and other programming, evaluating the program and sequence, making changes or creating new courses when necessary, updating State approvals for any changes made. Urban Education Committee Departmental committee TCNJ This committee laid that groundwork for what is now the Urban Education option in the Department of Elementary and Early Childhood Education. I have also served on smaller committees related to evaluation required course (i.e. liberal learning requirements), lesson plan format, assessment committees, and NCATE report writing.

Faculty mentor for Lynnette Mawhinney Service to school 21ST Century Educators Committee This group meets to share ideas, scholarship, and create programming that supports the students and faculty in the School of Education. TEPC School-wide committee TCNJ (2007-2008) During my tenure on this committee we worked on NCATE reports. NCATE report writing teams Faculty search committees in the department of Special Education, Language and Literacy, Elementary and Early Childhood Education, and Health and Exercise Science. Faculty Senate (2012-2015) participating in faculty governance as well as several sub-committees including the Mildred Dahne Awards committee and the Faculty Senate Colloquium committee Student Conduct Advisor (2013-present) I act as a supportive

Service to the College

CPC Appeal: Tabitha DellAngelo advisor to students making or responding to disciplinary complaints.

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Bonner Center Academic Fellow (2010-present) I serve as a liaison for the Bonner Centers Educational team. This includes participation in the Trenton Prevention Policy Board meetings with the larger Trenton community, acting as a resource for educators in the community and the TCNJ students serving on the Education team. I am sometimes asked to prepare brief literature reviews to inform practice or to contribute to efforts to secure grant funding. Support for Scholarly Activities Committee [SOSA] (20092011), I was Chair during the 2010-2011 year and thus sat on CFA during that year. This committee reviews proposals from faculty seeking course release time for scholarly work. Initial Contact Advocacy Network [ICAN] Office of Antiviolence Initiatives, TCNJ This program is a support of survivors of sexual assault at the TCNJ community. As an ICAN member I facilitate access to resources and submit monthly reports to the TCNJ Police as part of the Cleary Act. College-wide Minority Student Mentor Program I am in the second year of this mentoring program run through the admissions office and run by Jamal Johnson. All-College Academic Integrity Board -- The All-College Academic Integrity Board hears cases concerning academic integrity on TCNJs campus. Learning Management System Investigation Committee (2012-2013) This committee investigated several alternatives to SOCS, invited representatives to campus, held focus groups and trial sessions with faculty, created surveys, collected data, and made recommendations that lead to the adoption of the new LMS, Canvas. Instructional Technology Planning Committee, TCNJ (20072009) This committee was charged with collecting and disseminating information regarding instructional technology to their respective departments. We also wrote an RFP for Instructional Technology Mini Grants and evaluated and awarded funding for innovative projects using technology. Commission on the Prevention of Alcohol Abuse college committee TCNJ (2006-2007) This committee was charged with evaluating the current policy related to alcohol at TCNJ and drafting a new policy.

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Service to the community

Speaker, Urban Teacher Academy I have been a speaker for the Urban Teacher Academy several times. I have spoken on both Child Development and Urban Education. Speaker, Negro Achievement Week, sponsored by the Black Student Union Speaker, Conference for Aspiring Teachers, sponsored by KDP Speaker, Minority Achievement Conference, sponsored by Union Latina Hedgepeth-Williams Elementary School: Improvisational Acting After School Program (2007-2011) Various elementary schools in Trenton Yoga for Classrooms (2009-2013) Homefront, Mercer County sewing instruction for moms who are currently homeless in the ArtSpace at Homefront. (2013) Tiny Superheroes making superhero masks for children overcoming obstacles (2013) Journal Reviewer: Urban Education and Society External Reviewer: Developmental Psychology, Action in Teacher Research, and Urban Education Conference Reviewer: American Educational Research Association, National Association of Multicultural Education

CPC Appeal: Tabitha DellAngelo Examples of Assignments with guidelines and rubrics

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Essay Question: Why has it proven so difficult to create more good schools in the United States, particularly in urban areas? Given that analysis, what might be a more promising direction for future reform? Note: In this 6-8 page essay, you should offer a convincing account that answers this critical question. Your essay will need to: support your claims with evidence that would convince a skeptic of your position. Consider and address criticisms of your position Outline at least one potential alternative explanation and offer a convincing critique of that alternative Suggest a more promising direction for future reform grounded in your analysis. Child Development and Social Policy Paper One of the realities that may have been revealed to you in reading Enrique's Journey is the link between social and political variables and their impact on our lives. In this course we will be examining physical, cognitive and social/emotional development from infancy through adolescence. For this paper I want you to combine what you learn about development with an exploration of the sociopolitical realities of American society. Your overarching task is to examine policies that impact immigrants to the United States. You will examine immigration policies or policies related to immigration. Choose one part of Enrique's Journey that had the biggest impact on you. You will research policies related to this area of interest (e.g. deportation protocol, immigration detention, health care, employment, education) and discuss them in relation to how they impact human development. Your paper will have several parts: 1. A brief introduction of the topic you have chosen and what from the book inspired your interest in this topic. 2. Description of either Federal or State policies (with citations) as well as conflicting viewpoints on these issues. 3. Discussion of how this policy impacts people who want to immigrate to America. Consider both adults and children. This is important because the realities of adult caregivers will affect children in their care. 4. Conclude your paper with a discussion of whether or not you feel the policy you reviewed is effective and supportive of healthy outcomes for children and families. Connect your analysis to developmental concepts and theories. Make suggestions for new directions in policy if you have them. Group Project from Introduction to Urban Education

CPC Appeal: Tabitha DellAngelo

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In groups of 4 you will learn about an educational policy issue that matters to you. Choose an issue that is broad enough that it comes up in policy debates but small enough that it is possible for you to dig a little deeper, get close to the issue, and make recommendations. Some possible topics are: high school dropout rates, early childhood education, standardized testing, teacher tenure, school choice, common core standards, Responsive Classroom, Title I, Abbott, etc. You can look at what other countries do or narrow it down to specific aspects of the policy that are of interest to your group. Each group will: 1. Write a 5-8 page summary on the history of the issue. You might want to limit your history to 10-50 years. Discuss what has previously been proposed regarding this issue. Describe shifts in the ways people discuss this issue. Discuss, what, if anything, makes the present moment different than the past. Consider what we know about policy in this area and different approaches that have been tried or proposed. What do we know about the underlying social problems? 2. Interview at least 4 people (one per group member). Find people to interview who understand these issues. You can contact professors, school administrators, teachers, government officials, etc. They will have lots to say about these issues. It is suggested that you create an interview protocol based on the questions you need to address in your paper. 3. Write a 5 page summary about the contemporary politics of this issue. Who are the major players on different sides of this issue? What are the big political barriers to creating change? What are the opportunities for change? 4. Write a 5 page analysis discussing what should be done next on this issue. Make an argument grounded in your research and data for why this would be a preferable approach. Consider other options and make an argument as to why what you suggest is preferred. Also, discuss why this is the right time to pursue your approach. 5. This project should be published as a website or Wiki. You can access free Wiki space at www. Pbworks.com or use any other platform that works for your group. Preliminary Literature Review Guide and Rubric Your review of research can address some or all of the following purposes: 1. To locate your study in a theoretical framework (i.e. to place your questions and ideas in the context of a particular perspective or approach. It could do this by explaining different perspectives about or approaches to your topic or related topics.) 2. To learn more about the field/questions you have chosen to study: investigate what others have to say about your question or a related question. 3. To help explain your emerging theory by looking at other theories in related fields. Step by Step Guide to creating your literature review

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Reading and putting together your ideas. 1. Read at least three articles or books. 2. Highlight or underline or put stickies or make index cards, or take notes on important information and ideas. 3. Review what you marked as important and try to organize the information under several big ideas or themes (writing a theme or big idea in the margin can be helpful). 4. Make a chart or outline of the big ideas, noting the sections in the text that fit under each big idea or theme. Creating a visual representation of your literature can be very helpful. Writing 1. Write an introduction that describes the big ideas or themes you have discovered in the readings. 2. Devote a section for each big idea or theme, explaining and illustrating each idea with examples and quotes (if appropriate) from the texts you have read. Remember in these sections that you are explaining an idea and that you are synthesizing what you have read. (A synthesis pulls together ideas across many readings, referencing the views of different authors read to illustrate and elaborate on ideas. It is not a report that just discusses one idea or article after another.) 3. Write a conclusion that summarizes the big ideas, addressing any differences and/or similarities in your perspective of the researchers/authors you have read; a. Discuss your own views of these issues: What have you learned from and what do you think about what these other researchers/authors have said? What is your evaluation, interpretation, or conclusion (i.e. with whom do you agree/disagree; do you think that they have misinterpreted, ignored, underemphasized, overemphasized particular aspects of the question(s)? b. Discuss what questions you are left with after reading other peoples work. How does this all relate to your study? Preliminary Literature Review Rubric Introduction (3 points) * A context/background is described for the literature that is being reviewed. The big ideas or themes discovered in the readings are introduced. Big Ideas (7 points) * Each big idea or theme is written about in a section with a heading. In each section the big idea is explained and illustrated with examples from readings. Ideas from sources are cited appropriately. Ideas are synthesized not summarized. Conclusion (3 points) * Big ideas are summarized, addressing differences/similarities in perspectives of researchers/authors read. Your own views are discussed. Big ideas and the relationship to your study is explained. Writing (2 points) * Ideas are communicated clearly and presented in a well-organized manner. Writing mechanics (spelling, punctuation, grammar, etc.) are

CPC Appeal: Tabitha DellAngelo addressed. In text references follow APA format. Total Research Design Guide & Rubric

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_______/15

Style notes: You are expected to use APA format, use a header with page numbers, 12 point font, delete time lapses, Times New Roman, 1 inch margins, in text citations, and reference page. 1. Statement and explanation of your research question. a. What is the question or issue on which your study is based? What are the sub-questions that break your big question into more manageable ones? b. What are you going to examine in your study? What project/activity are you planning to do that you are going to document? c. Explain the context and background for your study that lead you to pursue this study? What perspective, background, assumptions, biases do you bring to this study? 2. Methods a. Relevant Data i. Who are you going to study (the sample)? How did you choose this sample? Explain the rationale for your choice. ii. What sources of data do you plan to collect for your study? These may include the following: Observations, interviews, samples of student work, pictures, videos, audiotapes, journals, surveys. Include a grid that demonstrates how each source of data provides information that will answer your research question. iii. Describe how each source of data provides information that will answer your research question. b. Data Collection Methods i. Who will collect the data? ii. In what setting will you collect each type of data? iii. When and where (specifically i.e. during the language arts block at _________ time of day or at different classroom centers) will you collect each type of data? iv. For how long will the data collection period for your study last? c. Include the permission request letter and consent form, interview questions, and/or surveys that you plan to use in your study. If you are doing interviews or surveys you should formulate the questions and include a copy with your paper. The same questions should be asked to all of the people who are interviewed or surveyed. The permission letter needs to include: who you are, why and for whom you are doing your study, what you are asking of the families (photos, interviews, surveys, student work) and the assurance of confidentiality. d. Data Analysis Plan i. What is your plan for data analysis? ii. What method will you use to analyze the data?

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iii. Around what themes or questions will you organize the data analysis? iv. At what point(s) in your data collection will you analyze? 3. Reference List a. Locate studies completed by other people about your question or issue. List at least 10 references (books, articles, online sources) that you will use to ground your study in the work of others. You may not find studies that are about exactly the same issue or question as yours, but instead may find studies that give you a background on the issue that you are pursuing. 4. Calendar a. Make a timeline for conducting your study next semester. It should include time allotted for: i. Data collection ii. Data analysis iii. Review of literature iv. Writing a first draft of your report v. Revising your final draft * Include proposed due dates for each of the parts listed above. You will consult with your research supervisor at the beginning of the semester for approval of your proposal.

CPC Appeal: Tabitha DellAngelo Research Design Rubric (75 points) 0 = not evident half credit = partially evident full credit = fully evident

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Statement and explanation of your research question Question is framed clearly, is in an inquiry mode, has relevant subquestions (10 points) What you are going to examine in your study the project/activity you are planning to do is clearly explained. (5 points) Context and background for the study are explained. (5 points) Methodology Study sample is identified and a rationale is provided for why it is chosen. (5 points) Three sources of data are described and a grid is made demonstrating how each data source addresses each question. (5 points) A clear explanation is provided for how each question is connected to the research question. (5 points) Data collection method is fully explained. (5 points) * Who will collect the data, in what setting, when and where each type of data will be collected, for how long. Permission letter and consent form, and all data collection instruments are included. (10 points) Data analysis (5 points) * Plan for data analysis is fully described. Reference list (15 points) * 10-15 books or articles, variety of sources used, references are well matched to study, APA format is used properly. Calendar (5 points) * Timeline includes time allotted for all relevant tasks. Total ___________/75

CPC Appeal: Tabitha DellAngelo Full list of courses taught over the past three years Course Title FWH Semesters Undergraduate level ELE 301 Individualizing and Differentiating Instruction ELE 201 Child & Adolescent Growth and Development

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Enrollme nt 15 21 23 17 14 22 20*** 15 22 12 20 11 16 12 15 15 5 30 12 15 26

3.0

Spring, 2005 Spring, 2006 Fall, 2005 Fall, 2006 Fall, 2007 Fall, 2008 Fall, 2009 Spring, 2011 Fall, 2012 Spring, 2013 Fall, 2007 Spring, 2008 Fall, 2010 Summer, 2007* Summer, 2008* Summer, 2009* Spring, 2010 Fall, 2011** Spring, 2011 Spring, 2012 Spring, 2013

3.0

ELE 498

Student Teaching Seminar

3.0

ELE 203

Introduction to Urban Education

3.0

ELE 302 FSP FSP FSP

Introduction to 3.0 Fall, 2013 3 Teacher Research Popular Culture, 3.0 Fall, 2010 16 Power, and Identity Applied Theatre 3.0 Fall, 2011 18*** The Story of Story 3.0 Fall, 2012 17*** * During these semesters the course was listed as a Special topics course called Schooling and the American Dream and it was co-taught with Sarah Kern and Stuart Carroll ** This course was cross listed with the History department, held at Wagner Correctional Facility, and included a student breakdown of ~ 7 Education majors, 8 students who registered through History, and 14-19 inmates (depending on the week). *** These sections included students with developmental disabilities registered through the CCS [Career and Community Studies] Program

CPC Appeal: Tabitha DellAngelo Graduate level EDUC Internship I 694

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3.0

Fall, 2005 Fall, 2006 Fall, 2008 Fall, 2009 Fall, 2010 Fall, 2011 Summer, 2006, Bangkok* January, 2008, Cairo* Summer, 2008, Mallorca* Summer, 2009, Bangkok* Summer, 2010, Bangkok* Summer, 2011, Bangkok*

10 10 15 13 10 12 18 19 15 12 18 18

EDFN 521 EPSY 523

Cultural Foundations

3.0

March, 2008, Cairo* March, 2009, Dubai*

18 16

Advanced 3.0 Summer, 2012, Bangkok* 27 Human Summer, 2013, Bangkok* 18 Growth and Development ELEM General 3.0 Summer, 2012, Bangkok* 15 696 Seminar * scores for off-site programs are not reported directly to me but housed in the off-site programs office. I have included what that staff was able to find.