TLLSC
210-002
What is the role of the teacher leader/advocate in the broader realm of educational policy?
TLLSC
210-002
TLLSC
210-002
In
collaborative
teams,
candidates:
(a)
select
a
particular
piece
of
legislation,
a
court
case,
or
policy,
(b)
research
historical
and
contemporary
impact
on
education,
(c)
examine
how
the
law/case/policy
affects
school
and
community
actors,
(d)
analyze
layers
of
local,
national
and
international
forces,
(e)
identify
and
reflect
upon
social
justice
issues
emergent
in
their
research,
and
(f)
identify
the
role
of
the
teacher
in
the
advocacy
of
the
law
and/or
teaching
self-advocacy
skills.
Module
Readings
Cuban,
L.
(2013).
Inside
the
black
box
of
classroom
practice:
Change
without
reform
in
American
education.
Cambridge,
MA:
Harvard
University
Press.
Articles
accessible
online:
http://www.colorincolorado.com
http://articles.washingtonpost.com/2013-06-25/local/40180177_1_misinformation-
education-secretary-arne-duncan-common-core-state-standards
http://www.ibo.org/become/index.cfm
http://www.catalyst-chicago.org/notebook/2012/03/23/19947/cps-expand-
international-baccalaureate-program
http://www.cps.edu/News/Press_releases/Pages/03_23_2012_PR1.aspx
School
of
Education
Policies
and
Information
Conceptual
Framework
Standards
The
School
of
Education
at
Loyola
University
Chicago,
a
Jesuit
and
Catholic
urban
university,
supports
the
Jesuit
ideal
of
knowledge
in
the
service
of
humanity.
We
endeavor
to
advance
professional
education
in
the
service
of
social
justice,
engaged
with
Chicago,
the
nation,
and
the
world.
To
achieve
this
vision
the
School
of
Education
participates
in
the
discovery,
development,
demonstration,
and
dissemination
of
professional
knowledge
and
practice
within
a
context
of
ethics,
service
to
others,
and
social
justice.
We
fulfill
this
mission
by
preparing
professionals
to
serve
as
teachers,
administrators,
psychologists,
and
researchers;
by
conducting
research
on
issues
of
professional
practice
and
social
justice;
and
by
partnering
with
schools
and
community
agencies
to
enhance
life-long
learning
in
the
Chicago
area.
Specifically
grounded
in
the
overarching
principles
of
Professionalism
in
Service
of
Social
Justice,
this
module
focuses
on
the
policies
and
practices
that
impact
the
instruction
and
assessment
of
diverse
students
in
urban
schools,
emphasizing
the
role
of
the
teacher
in
making
educational
decisions
and
advocating
for
students.
Additionally,
candidates
must
demonstrate
understanding
of
educational
policy
and
critically
evaluate
practices
in
a
variety
of
classroom
and
school
settings.
Technology
To
complete
the
policy
and
practice
analysis
for
this
course,
candidates
will
regularly
engage
with
technology.
Teacher
candidates
will
(1)
seek
out
information
on
the
internet
and
in
databases
about
various
policies,
programs,
and
contexts,
(2)
use
software
to
organize
and
analyze
data
for
the
case
study,
and
(3)
observe
various
uses
of
technology
in
classroom
rounds.
4
TLLSC
210-002
Diversity
By
focusing
on
the
policy
and
practice
in
urban
classrooms,
this
module
addresses
multiple
perspectives
on
diversity,
including
but
not
limited
to:
the
diversity
in
students
backgrounds
(i.e.,
culture,
language,
ability)
and
classroom
and
school
contexts
(e.g.,
bilingual
education,
instructional
contexts
for
students
with
special
needs).
University
Policies
and
Information
Academic
Honesty:
Academic
honesty
is
an
expression
of
interpersonal
justice,
responsibility
and
care,
applicable
to
Loyola
University
faculty,
students,
and
staff,
which
demands
that
the
pursuit
of
knowledge
in
the
university
community
be
carried
out
with
sincerity
and
integrity.
The
School
of
Educations
Policy
on
Academic
Integrity
can
be
found
at:
http://www.luc.edu/education/academics_policies_integrity.shtml.
For
additional
academic
policies
and
procedures
refer
to:
http://www.luc.edu/education/academics_policies_main.shtml
Accessibility:
Students
who
have
disabilities
which
they
believe
entitle
them
to
accommodations
under
the
Americans
with
Disabilities
Act
should
register
with
the
Services
for
Students
with
Disabilities
(SSWD)
office.
To
request
accommodations,
students
must
schedule
an
appointment
with
an
SSWD
coordinator.
Students
should
contact
SSWD
at
least
four
weeks
before
their
first
semester
or
term
at
Loyola.
Returning
students
should
schedule
an
appointment
within
the
first
two
weeks
of
the
semester
or
term.
The
University
policy
on
accommodations
and
participation
in
courses
is
available
at:
http://www.luc.edu/sswd/
Harassment
(Bias
Reporting):
It
is
unacceptable
and
a
violation
of
university
policy
to
harass,
discriminate
against
or
abuse
any
person
because
of
his
or
her
race,
color,
national
origin,
gender,
sexual
orientation,
disability,
religion,
age
or
any
other
characteristic
protected
by
applicable
law.
Such
behavior
threatens
to
destroy
the
environment
of
tolerance
and
mutual
respect
that
must
prevail
for
this
university
to
fulfill
its
educational
and
health
care
mission.
For
this
reason,
every
incident
of
harassment,
discrimination
or
abuse
undermines
the
aspirations
and
attacks
the
ideals
of
our
community.
The
university
qualifies
these
incidents
as
incidents
of
bias.
In
order
to
uphold
our
mission
of
being
Chicago's
Jesuit
Catholic
University--
a
diverse
community
seeking
God
in
all
things
and
working
to
expand
knowledge
in
the
service
of
humanity
through
learning,
justice
and
faith,
any
incident(s)
of
bias
must
be
reported
and
appropriately
addressed.
Therefore,
the
Bias
Response
(BR)
Team
was
created
to
assist
members
of
the
Loyola
University
Chicago
community
in
bringing
incidents
of
bias
to
the
attention
of
the
university.
If
you
believe
you
are
subject
to
such
bias,
you
should
notify
the
Bias
Response
Team
at
this
link:
http://webapps.luc.edu/biasreporting/
TLLSC
210-002
Module
Schedule
Topic
M Aug 26 - Dumbach
W Aug 28 Senn HS
F
Aug
30
Kasbeer
Hall,
Corboy
Law
Center,
WTC
Virtus Training
Readings
Cuban,
Introduction
(pp.
1-17)
&
Chapter
3
Assignments
Week
1
Reflection
to
LiveText;
complete
Social
Justice
Inventory
on
LiveText
M
Sept
2
NO
CLASS
(Labor
Day)
W
Sept
4
Senn
HS
Cuban, Chapter 6
F Sept 6 Senn HS
Policy
Rounds:
Common
Core
Duncan, 2013
M Sept 9 Senn HS
Policy
Rounds:
ELL/Bilingual
Hakuta,
2011;
Colorin
Colorado
web
resources
W Sept 11 Senn HS
Policy
Rounds:
Special
Education
F Sept 13 Senn HS
Policy
Rounds:
International
Baccalaureate
IB,
2013;
Catalyst
Chicago,
2012;
CPS,
2012
M Sept 16 Senn HS
Researching
&
Presenting
Policy
Week
2
Reflection
to
LiveText
Week
3
Reflection
to
LiveText
W
Sept
18
Senn
HS
OPTIONAL
PROJECT
DEVELOPMENT
DAY
F
Sept
20
-
Multipurpose
Room
North,
Damen
Student
Center
TLLSC
210-002
TLLSC
210-002
The
visitors
initial
impression
of
your
work
will
be
based
on
your
writing.
It
is
essential
that
your
materials
be
free
from
spelling,
punctuation,
and
grammatical
errors.
Edit
carefully
and
have
other
people
check
your
materials.
Visual
aides
are
one
of
the
most
effective
ways
to
make
our
poster
visually
striking,
and
they
are
often
a
great
way
to
communicate
complex
information
straightforwardly
and
succinctly.
You
may
be
able
to
incorporate
photographs,
illustrations,
annotations,
and
so
on
in
order
pique
your
viewers
interest,
communicate
your
motivation,
and
demonstrate
why
some
aspect
of
your
policy
study
is
particularly
compelling.
Of
course,
do
not
incorporate
visual
aids
just
for
the
sake
of
having
a
pretty
picture
on
your
poster.
Mastering
Developing
Beginning
Policy/
Legislation/
Court
Case
Overview
History
Educational
Agencies
Presentation
is
lacking
a
explanation
of
the
role
of
government
in
policy-making
in
the
assigned
area.
Outside
Interests
Presentation
is
lacking
a
explanation
of
the
role
of
outside
interest
groups
in
policy-making
in
the
assigned
8
TLLSC
210-002
interest
groups.
information
is
incomplete
and/or
contains
minor
inaccuracies.
area.
Social Justice
The
Role
of
the
Teacher
Candidates
profoundly
understand
and
identify
the
role
of
the
teacher
in
the
advocacy
of
the
policy/legislation/court
case.
Candidates
provide
thoughtful
and
compelling
evidence
that
they
understand
how
they,
as
educators,
fit
within
the
bigger
system
of
policies
and
governance
how
decisions
made
at
the
district,
state
and
federal
levels
affect
what
happens
in
classrooms.
Abstract
Abstract
adheres
to
guidelines,
is
succinct,
and
accurately
presents
key
elements
of
posters
argument.
Abstract
adheres
to
Abstract
does
not
adhere
to
guidelines
and
presents
most
guidelines
and
presents
some
elements
of
posters
poster
information.
argument.
Visuals
Exceptional
visual
presentation.
Excellent
alignment
of
text,
graphics,
white
space.
Easily
read
from
6
ft
distance.
Excellent
text
Satisfactory
visual
presentation.
Moderate
alignment
of
text,
graphics,
white
space.
Can
be
read
from
6
ft
distance.
Text
TLLSC
210-002
Presentation
Audience
Engagement
Candidates
unenthusiastic.
Has
difficulty
answering
questions.
Has
some
understanding
of
project.
Communication
inappropriate
or
irrelevant.
10
TLLSC
210-002
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TLLSC
210-002
Dispositions
Across
the
TLLSC
program,
you
will
be
assessed
by
your
instructors
on
the
development
of
your
dispositions.
This
to
help
ensure
that
each
of
you
meet
the
Teaching
&
Learning
Departments
expectations
that
its
graduates
are
professional,
fair,
and
believe
that
all
students
can
learn.
Three
dispositions
are
most
directly
developed
through
this
module.
While
no
grade
is
assigned
to
this
aspect
of
your
work,
the
development
of
the
necessary
dispositions
to
become
a
teacher
are
essential
to
your
success.
More
about
this
can
be
found
in
the
TLLSC
Handbook
(posted
to
Sakai).
D1: Demonstrating that teaching is a complex practice with
inherently political and ethical implications
Beginning
Unacceptable
Acceptable
Target
Candidates make Candidates
Candidates
statements in
communicate
engage in
writing or orally
through
school or
that indicate a
writing or
community
failure to
orally that the activities that
recognize the
profession of
foster change
responsibilities
teaching
that promotes
that teachers
requires them equity and
have towards
to take both
takes actions
creating equitable ethical and
related to the
environments or
political
ethical
acting in ethical
stances in
guidelines
ways
their practice, related to the
and can
profession
communicate
ethical
guidelines
related to the
profession
D2: Engaging in advocacy efforts grounded in ethical convictions
that promote social justice and affect policy design and
implementation
Beginning
Unacceptable
Acceptable
Target
Candidates make Candidates
Candidates
statements in
communicate
engage in
writing or orally
through
school or
that indicate a
writing or
community
failure to
orally how
activities that
recognize that
teachers
foster change
teachers must
advocate for
that promotes
advocate for and
and act upon
equity
act upon
convictions to
convictions to
promote social
promote social
justice
justice
12
TLLSC
210-002
13