Course Meetings: 4:45 7:45 pm, Tuesdays (8/23, 8/30, 9/6, 9/13, 9/20, 9/27)
Location: HTePL Room 222
Instructors: Sara Islas & Juliet Mohnkern
E-mail: sislas@hightechhigh.org & jmohkern@hightechhigh.org
Cell Phones: 860-997-8028 (Juliet) & 619-849-9668 (Sara)
COURSE DESCRIPTION
This course explores the implications of cultureparticularly the relation between home culture and school
culturefor teaching and learning. Participants consider their own backgrounds as well as the background
experiences, values, and languages of diverse student groups. They discuss and apply structural and pedagogical
approaches that provide both access and challenge for diverse learners. They examine the High Tech High
design principles against the backdrop of inequitable academic outcomes in American schools. In particular, the
course will focus on how teacher and student expectations affect student achievement, for better or worse. Each
participant will generate a final product describing concrete steps they are taking to further the equity work
happening in their school community and explaining their emerging understanding of equity and how they will
continue to push themselves in this work.
The course readings and activities offer multiple perspectives on equity and diversity:
We examine and share our own diverse experiences and perspectives, treating these as texts to be
articulated and examined.
We encounter texts that present contrasting appr
oaches to issues of equity in education.
We examine different notions of equity at the programmatic level.
We seek to connect with our school community and deeply understand the equity work they are
grappling with.
We attend directly to the voices of diverse students via student panels.
In the end, our hope is that participants will articulate new understandings of equity and diversity as they
encounter the course readings/events, and as they put theory to practice in their own professional contexts.
ESSENTIAL QUESTIONS
How does our emerging and evolving understanding of equity influence our practice as educators?
How can we work together with colleagues to create equitable learning environments?
LEARNING OUTCOMES HTH GSE is committed to developing reflective practitioner leaders who work
effectively with colleagues and communities to create and sustain innovative, authentic, rigorous learning
environments for all students. This shared vision is articulated in our Institutional Learning Outcomes for all
HTH GSE studentsto Practice Thoughtful Inquiry and Reflection, D esign Equitable Learning Environments,
The curriculum for this course is based on the above essential questions and program learning outcomes, as well
as a corresponding set of course-level learning outcomes, activities and products. Together, they represent the
knowledge, skills, and dispositions for this course.
205-2 The student applies his/her understanding of equitable learning Inquiry Journal, Student Empathy
practices to design learning experiences and environments that offer access Interview, Final project/paper
and challenge to all learners. (D1)
205-3 The student engages in collaborative action with colleagues to Inquiry Journal, Student Empathy
address issues of equity in his/her own setting. (L2) Interview, Final project/paper
Class 1 (8/23)
Carr, P. (2008). But What Can I do? International Journal of Critcial Pedagogy, 1, 2.
Staples, B. (1986). Just Walk on By: Black Men and Public Space. Harpers.
DiAngelo, R. (2011). White Fragility. International Journal of Criticala Theory, 3, 3.
Singleton, G. (2006).Courageous Conversations. Corwin. Chapter 4.
Soler, Yoli (2009). What does equity mean in my classroom? Musings on Leadership. San Diego: HTH GSE.
Class 2 (9/30)
Southern Poverty Law Center, (2016). The Trump Effect.
Ladson-Billings, G. (1995). Toward a theory of cultural relevancy. American Educational Research Journal, 32, 3 (Autumn
1995), 465-491.
McLaren, P. (2009). Critical pedagogy: A look at the major concepts. Chapter 3 in The Critical Pedagogy Reader.
New York: Routledge. Second Edition.
Trueba, E. Bartolome, L. (1997). The Education of Latino Students. ERIC Digests.
Schultz, B. D., Mcsurley, S. and Salguero, J. (2013). Teaching in the Cracks. International Journal of Critical Pedagogy, 4,
2.
Class 3 (10/6)
Kluver, J. and L. Rosenstock (2003). Choice and diversity: Irreconcilable differences? Principal Leadership, April 2003.
Glass, I. (2015). This American Life: The Problem that We all Live With. NPR.
Sokolower, J. (2011-2012). Schools and the New Jim Crow, and Interview with Michelle Alexander. Rethinking
Schools, 26, 2.
Departnment of Education, Supporting Undocumented Youth.
Rizga, K (2015). This is What It's Like to be Muslim in School Today. Mother Jones.
Kraft, J. (2014). Hacking Traditional College Debates White Privilege Problem. The Atlantic.
Class 4 (10/13)
Kendall, F. (2002). Understanding White Privilege. New York: Routledge. Chapter 6.
Bonilla-Silva, E. and Embrick, D. (2008). Recognizing the Likelihood of Reproducing Racism. Sociological
Forum.
Batts. V. (2002) Is reconciliation possible? Lessons from combating modern racism. In Douglas, I., ed. Waging
reconciliation: God's mission in a time of globalization and crisis. New York: Church
Publishing.
Sanchez J. E. and Thorton B, (2010). Gender Issues in K-12 Educational Leadership. Advancing Women in
Leadership Journal. (30) 13.
Machado, A. (2014) Plight of Being a Gay Teacher. The Atlantic.
Moss, J (2016). Where are all the Teachers of Color? Harvard Graduate School of Education.
Class 5 (10/20)
Read all 4 of the following:
Cohen, E. (2014). Designing Groupwork. Teachers College of Columbia. Chapter 5.
Santiago Baca, J. (2010) Adolescents on the Edge. Heinemann. Chapters 1-3.
Steele, C. (1999) Stereotype threat and black college students. The Atlantic, August 1999.
Noguerra, P. (2002) Joaquins Dilemma. Motion Magazine.
Class 6 (10/27)
Fuller, H. (2010). Education, choice and change. UnBoxed, 6, Fall 2010.
Lareau, A. (1987). Social class differences in family-school relationship: the importance of cultural capital.
Sociology of Education, 60 (2), 73-85.
Freire, P. (2005). Letter eight: Cultural identity and education. Teachers as cultural workers: Letters to those who dare to
teach, Chapter 8. New York: Perseus Books.
Sobel, A and Kluger, E. (2007). Building Partnerships with Immigrant Parents. Ed Leadership. 64 (6) 62-66.
Delpit, L. (1988).The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children. Harvard
Educational Review 58 (3), 280-298.
Additional readings, including GSE student work samples, will be distributed at the seminar sessions.
1. Inquiry journal. Students will maintain an Inquiry Journal in which they record observations,
reflections, analysis, and questions deriving from course activities.
2. Reader response briefs. Students will post, to the course online forum, one-page briefs on course
readings of their choice. These briefs will convey your response as a readerwhat strikes you, what
connections you see to your practice and other readings, and what questions emerge. The briefs will be
due for class sessions as indicated in the course schedule.
3. Peer response. Participants participate in peer response groups on the forum.
4. Final paper and presentation (described below).
5. Colleague Empathy Interview (described below).
6. Student Empathy Interview (described below).
7. Digital portfolio. Each student will post key documents or other work artifacts from the course to his or
her digital portfolio, as part of an ongoing archive of products, reflections, and analysis throughout the
program.
Article Sections:
1. Equity Step Description: How have you, in your own practice and in collaboration with colleagues,
addressed issues of equity and diversity in your context?
Alternative: A dilemma in my practice or settingan inquiry into an important equity issue in your
practice/setting, including observations, interviews, readings, and recommendations for action.
2. Reflection: What have you learned about yourself, your practice, collaborative action and equity
through the step you have taken and our course work together? Include your evolving vision of equity
and your hopes for continuing this work in the future.
We will look at models of effective final products together to generate shared standards and revise the rubric for
this assignment. You will use this rubric to self-assess your work and to provide feedback to a peer. See full
description of the final product here.
In class:
Introductions
Norms & Role Play
Equity Definitions
Break
Equity Stories
Course Overview & Tuning
8/30 HTH School-World Connection: Bring to class: Questions/ideas re: Trueba/Bartolome and
FORUM How do we bring our schools SPLCs Trump Effect
(2) into the world and our world Review: Course Norms for Courageous Conversations
into schools in a way that Post: From the readings: What strikes you? What can you
promotes equity? connect to? What is new or different to your experience?
What adds further nuance or complexity to your ideas around
equity?
Read for class:
Southern Poverty Law Center, The Trump Effect
Ladson-Billings, G. Toward a theory of cultural
relevancy
McLaren, Critical pedagogy: A look at the major
concepts
Trueba/Bartolome, The Education of Latino
Students
Schultz/Mcsurley/Salguero Teaching in the Cracks
In class:
Ayos Email (20 minutes)
In class:
Give one, get one - Equitable Practices in your school
Reading discussions - choose from the topics below,
equitable protocol & share out whole group (45
mintues)
Tracking (Kluver and Rosenstock)
School Segregation (Alexander)
Equity Dilemma (1 hour)
Models of Equity Step & Brainstorm Ideas for your
9/13 HTH Equity in School Adult Bring to class: Adult Empathy Interview
FORUM Communities: How do we Review:
(4) create a diverse and inclusive Post: From the readings: What strikes you? What can you
adult culture in schools? connect to? What is new or different to your experience?
How does our adult culture What adds further nuance or complexity to your ideas around
affect students? equity?
Read for class:
Kendall, Understanding White Privilege (Ch. 6)
Bonilla-Silva/Embrick, Recognizing the Likelihood
of Reproducing Racism
Batts, Is Reconciliation Possible?
Sanchez & Thorton, Gender Issues in K-12
Educational Leadership
Machado Plight of Being a Gay Teacher (from the
Atlantic)
Moss, Where are all the Teachers of Color?
In class:
Constitution Day - De Facto/De Jure
Identity Caucuses
Unpack Adult Empathy Interviews & Critique
Gallery Walk for Project Seed
Course Updates
In class:
Unpack Student Empathy Interviews
Student Panel
Tunings for Final Project
Course Updates
In class:
Family Engagement Presentation Celebration
Revised Understanding of Equity Chalk Talk
Partner Critique of Final Project
Course Evaluation & Comments
Connections
CREDIT HOURS
This is a 1.5 credit course. Each credit represents 45 hours of learning, for 67.5 total hours. There will be 18
hours of face-to-face instruction, 6 hours of out-of-class instructional time (via online forums and tutorial
instruction) and 43.5 hours of out of class work (e.g. readings, assignments, final product, digital portfolio
maintenance).
The effectiveness of our learning community depends upon each persons consistent and thoughtful
participation. GSE courses are pass/fail. Rather than focusing on grades, we will strive to create our best work.
The learning process will be supported through conversation, critique, and multiple opportunities for revision.
We will create work that is worth doing and worth sharing, often discussing the idea of audience and how to
make a broader impact on the educational community. Each students participation in this course will be
assessed in accordance with the following criteria:
Pass: In order to earn a passing grade, students must achieve the learning outcomes stated on the second
page. Students class participation and outside work reflect professionalism, effort, and dedication; readings
and assignments are completed on time. The final product meets both the assignment parameters and the
standards set by the class. Students attend every class session, providing advance notice in the event of
unavoidable absence and making up for missed work in a timely manner, as approved by the instructor.
Fail: The student makes little to no progress toward completing course assignments, and fail to achieve the
learning outcomes for the course. Assignments are missing, or class participation and/or outside work are
below average. The final product is missing, incomplete, or fails to meet the assignment parameters and/or
the standards set by the class. As stated in the GSE catalog, if a candidate misses more than 20% of a course,
she/he will be required to take the course the following year. In extreme cases, please talk to the instructors
if you must miss class or need an extension.