AILACTE Annual Conference, 2013Orlando, FL

PanelPanel ParticipantsParticipantsMichael R. Hillis, Pacific Lutheran University: Moderator

& Opening Comments

Barbara E. Kennedy & Verna J. Lowe, Asbury University: “All children are sacred: An educator dispositional fit” 

Mariana Robles-Dalany, California Lutheran University: “How can universities help teacher candidates develop an understanding that all children are sacred?” 

Kathlyn Mickel & Amy Lavold, Pacific Lutheran University: “A responsive partnership model: Overriding tradition”

Frank M. Kline, Pacific Lutheran University: “The beloved community: An administrator’s perspective”

The Immergence of this ThemeThe Immergence of this Theme

Hillis, M.R., & Woolworth, S. (2008). If Dr. King were a principal: Building the 'beloved community' in schools. Democracy & Education, 18(1), 9-15.Theme issue on school violenceWe attempted to imagine the way Dr. King would

build a school culture using the premises of his “beloved community”

The premise here was that in schools that often have cultures of anonymity, which may subsequently give rise to student dislocation, we needed to take a more holistic approach to build healthy school communities.

Development of the Beloved CommunityDevelopment of the Beloved CommunityWhile there are many facets that could be

explored within this topic, let me provide two ideas that are central to its establishment

Two Premises (Gary McNeil)Love

“The dream of a kingdom on earth is driven by love to create a world as it should be” (McNeil, p. 7) Not settling for the status quo

King’s conception of love as agape is his premise that this form of love is “understanding, creative, redemptive goodwill for all men” (Kenneth B. Clark Interview, 1991)

Development of the Beloved CommunityDevelopment of the Beloved CommunityPower

“Alongside the dream of love, there are acts of power. In the world as it is, Dr. King recognized that you had to create this kingdom, that unjust power had to be challenged by just power” (McNeil, p. 7) Love needs to be expressed in specific action

As King wrote: “We’ve got to get this thing right. What is needed is a realization that power without love is reckless and abusive, and love without power is sentimental and anemic. Power at its best is love implementing the demands of justice, and justice at its best is power correcting everything that stands against love” (Where do We Go from Here?).

Martin Luther King, Jr., the Beloved Martin Luther King, Jr., the Beloved Community, and Personalist TheologyCommunity, and Personalist Theology

A second conceptualization I’ve recently written about is the personalist theology undergirding King’s (in press for Summer, 2013 Religion & Education)Implications of personalist theology for education

“Centrality of Personhood” Personalism dictates to us a way of living – affirming each

other’s dignity, worth, and sacredness “Personalism & Freedom”

Crosby (2000): “If we are really going to respect persons, then we must step back from them, take our heavy hands off them, and let them be”

“Personalism as Relational” A personalist orientation pushes us to actually live for

others

ALL CHILDREN ARE SACRED: AN EDUCATOR ALL CHILDREN ARE SACRED: AN EDUCATOR DISPOSITIONAL FITDISPOSITIONAL FIT

Presenters:Presenters:Dr. Barbara E. KennedyDr. Barbara E. Kennedy

Dr. Verna J. LoweDr. Verna J. Lowe

Using Dispositions to Build Beloved Using Dispositions to Build Beloved CommunitiesCommunities

Setting: Asbury UniversitySetting: Asbury University

Asbury Cultural Quick FactsAsbury Cultural Quick Facts

Asbury School of Education Mission:…to facilitate the preparation of professional educators who embody world-class academic excellence, spiritual integrity, and servant leadership.

• Educator Preparation since 1925• NCATE (CAEP) and SACS accredited• Faith-Based; Non-denominational• Offers 42 certification areas• Views teaching as a “calling”• AACTE Dispositions Award 2005• Revised Assessment Process for graduate candidates 2006• Clinical Based Program Redesign Spring 2010

New ChallengesNew ChallengesDifferentiation of leadership roles in

education 21st Century learner… -revolution in technology, globalization, -diversity, shift in methodology due to shift in learnersKY Senate Bill One: Unbridled LearningNational and State Core Standards

Teachers as Leaders-Graduate StudentsTeachers as Leaders-Graduate Students “Educators who use their expertise to improve

student learning by building Beloved Communities (Communities of Professional Learners) in these ways:

Strengthen the culture of the school; Improve the accountability in the school;Collaborate inside and outside the classroom in formal

and informal ways;Augment the professional skills of colleagues; and Plan strategically for school improvement.

Building Beloved CommunitiesBuilding Beloved CommunitiesProgram

1.Cohort – based 2.AU Wide World3.Two Foci:

1. Teaching & Learning2. Dispositions

4.360-Degree Assessment1. Know thyself-self

assessment2. AU faculty assessments3. P-12 community

assessments5.Problem of Practice Focus6.Action Planning

P-12 Community 1.Collaborators with teachers & administrators2.Reflective teacher & learner3.Ethic of care for students4.Distributed, shared leadership model as heart of 21st century5.Coaching as a skill6.Directed to school wide improvement7.Emphasis on Differentiation & RtI

Standard XIStandard XI

Moral and Moral and Ethical Ethical IntegrityIntegrity

Demonstrated by:Demonstrated by:• • Sensitivity by interpreting situations & becoming aware of how we affect others. Sensitivity by interpreting situations & becoming aware of how we affect others.

• • Judgment through making decisions about which actions are right and wrong.Judgment through making decisions about which actions are right and wrong.

• • Motivation through prioritizing moral values over personal preferencesMotivation through prioritizing moral values over personal preferences

• • Character through strength of convictions, persistence and the will to overcome. Character through strength of convictions, persistence and the will to overcome.

Compassion Compassion & Respect & Respect for Othersfor Others

Demonstrated through:Demonstrated through:• • Caring behaviors, advocating, accessibility, & other-oriented decisions.Caring behaviors, advocating, accessibility, & other-oriented decisions.

• • Equitable treatment, acceptance of diversity, & openness to other Equitable treatment, acceptance of diversity, & openness to other

perspectives.perspectives.

• • Interpersonal behavior (intelligence) that demonstrates “the capacity to Interpersonal behavior (intelligence) that demonstrates “the capacity to

understand the intentions, motivations, and desires of other people.”understand the intentions, motivations, and desires of other people.”

Personal Personal and and Emotional Emotional Wellness Wellness and Vitalityand Vitality

Demonstrated through:Demonstrated through:• • Self-knowledge; discerning one’s beliefs, desires, fears, and capacities Self-knowledge; discerning one’s beliefs, desires, fears, and capacities

• • Emotional resilience, perseverance, appropriate expression of emotions, stressEmotional resilience, perseverance, appropriate expression of emotions, stress

management, versatility, and adaptability to demands.management, versatility, and adaptability to demands.

• • Understanding of personal worth & commitment to a balanced, healthy lifestyle.Understanding of personal worth & commitment to a balanced, healthy lifestyle.

Asbury’s Dispositions and Asbury’s Dispositions and IndicatorsIndicators

Passion for Passion for TeachingTeaching

Demonstrated through:Demonstrated through:

• • A contagious love of learning.A contagious love of learning.

• • A positive attitude and work ethic.A positive attitude and work ethic.

• • Motivation and engagement of students in the learning process.Motivation and engagement of students in the learning process.

Spiritual Spiritual Sensitivity Sensitivity and and PurposePurpose

Demonstrated through:Demonstrated through:

• • Living the examined life, discerning calling and developing a personal Living the examined life, discerning calling and developing a personal vision.vision.

• • Acting upon one’s spiritual vision and callActing upon one’s spiritual vision and call

• • Guiding the student’s search for meaning (exploring existential Guiding the student’s search for meaning (exploring existential questions). questions).

Asbury’s Dispositions and Asbury’s Dispositions and IndicatorsIndicators

Program ElementsProgram Elements

Result = An “Ethic of Care”Result = An “Ethic of Care”

Mariana Robles-Dalany, Ph.D.

Graduate School of Education

California Lutheran University

How Do We Learn What is Sacred?How Do We Learn What is Sacred?

Mosaic of Images Found on the Web (2013). Mars Hill College. Retrieved with permission from Rel 450: Senior Seminar. http://users.mhc.edu/facultystaff/mbaldwin/REL450

The Role of TeachingThe Role of Teaching

Students do not necessarily enter teacher preparation programs with an innate

awareness of children as sacred beings or the classroom as a community where each

member’s mind, body and soul are nourished through learning and being.

The Role of TeachingThe Role of Teaching

This asks more of teacher preparation programs than working with students toward creating a

solid foundation in theory, pedagogy and practice…more than equipping candidates with the skills to meet state standards and

pass performance assessments…

Modeling Beloved Communities in the Modeling Beloved Communities in the Liberal Arts SettingLiberal Arts Setting

…where members are sacred, free and interdependent on one another.

…where partnerships are established between teacher preparation

faculty and content area faculty.

Including Beloved Communities in a Including Beloved Communities in a Conceptual Framework for Teacher Conceptual Framework for Teacher

EducationEducation

Including Beloved Communities in a Conceptual Including Beloved Communities in a Conceptual Framework for Teacher PreparationFramework for Teacher Preparation

“Keep me away from the wisdom which does not cry, the philosophy which does not laugh, and the greatness which does not bow before children.” Kahlil Gibran

Kahlil Grbran quotation. Retrieved from Quotationsbooks. http/quotationsbook.com/quote/41592/CachedSimilarShare

K/1 Students at El Centro Summer School in the Park, Pasadena, Ca.

Kathlyn Mickel Director of Field Experiences

Amy LavoldVisiting Clinical Instructor

Pacific Lutheran University

This We Know:This We Know: The cooperating teacher is the most

critical individual in the candidate’s experience

School – University partnerships are the most reliable way to find and secure the best cooperating teachers

Partnerships must endure the test of time and changes

This We Believe:This We Believe:

The University has the responsibility to serve the school community

The University can benefit through partnerships that prioritize school/district goals

This We Believe:

Every school is cherished community of learners with:

Valued and beloved children Innovative leaders Talented professionals Unique Identities with specific goals and priorities

Therefore, We Created:Therefore, We Created:

Symbiotic Partnerships

The school needs, hopes, and dreams begin the conversation

First We:First We:

Identify projects that need support

Mentor project Montessori Academy

Implementation of Danielson

Then We:Then We:

Discern where the University can help

Professional development

Facilities, shared assets

Collaboration of tools, trainings

What We’ve Learned:What We’ve Learned:

The relationship between school/district and the University is stronger and long lasting

Honest conversations about candidates and cooperating teachers are frequent

Problems are resolved quickly with less “drama”

School personnel feel valued by the University as a vital part of the training team

Mutual projects add momentum to the school and University

Placements with Cooperating teachers are usually secured, but not always

A working example:A working example:Lincoln Center: A Partnership Instruction

Model

Meeting the Needs of Diverse StudentsMeeting the Needs of Diverse Students

City Search

Observation with debrief

Student interviews

Carefully selected readings

Addressing the RiskAddressing the Risk Co-teaching

Structured differentiation

Intentional support

Co-teaching

Structured differentiation

Intentional support

Value Added for AllValue Added for All More hands and eyes in the classroom

Small group instruction

Teacher leadership

Sustainability

School/community specific training

Intentional TrainingStage Description

Introductory Stage Cooperating teacher is primary instructor, intern is observing,

Systems and Strategies Focus

Intern is learning classrooms/school systems and strategies.

Assessment Focus Mentor teacher guides the intern in assessment work

Planning Stage Mentor teacher guides and instructs in full day lessons, intern plans 50% of the school day. “Immersion teaching” & “pendulum teaching” .

Transition focus Intern begins and ends class while mentor teacher is not present. Mentor teacher works with small groups during large group instruction.

Classroom management focus

Intern teacher is doing 100% of planning and mentor teacher is the “assistant” in the class.

Full responsibility stage Intern has full responsibility for all planning and teaching, Mentor teacher can assume leadership roles outside the class or focus on intervention instruction for small groups.

Phase out stage Intern returns responsibility to cooperating teacher keeping just one or two classes. Intern learns about large scale assessment and data, and engages in whole school/community support

Frank Kline, DeanPacific Lutheran University

ContextContextWhat would the three attributes of a Beloved

Community look like from an administrative perspective?

What can an administrator do to encourage a Beloved Community in his/her unit?

Sacred Nature of the IndividualSacred Nature of the IndividualPhilosophically rooted in a concrete idealism

expressed through personalism“There is no theme more prominent in King’s

thought than the inherent dignity and worth of personality.” (p. 111)

Bowne, BrightmanRooted in religious perspective of “imago

dei”

Administration of the Sacred IndividualAdministration of the Sacred IndividualAdministrator has two tasks

Arrange for the “task” to be completedCare for the individual(s) working on the task.

Concept of vocationBuechner’s definition—”Where your deep

gladness and the world’s deep hunger meet.”Operates on two levels

Administrator Staff/faculty

Evaluation of individuals

Environment of FreedomEnvironment of FreedomCorollary of personalismThree elements

Ability to weigh opportunitiesPossibility of making a choiceAcceptance of responsibility

Two aspectsPersonal Environmental

Administering FreedomAdministering FreedomProviding choices for the individual

Negotiation of tasksCollaborative approach to workSupportive atmosphere

Freedom of environment—Resources necessary to do a taskSkills Tools

Interconnectedness of IndividualsInterconnectedness of IndividualsPersonalism and imago dei

An inseparable connection between the personal and social aspects of life. (p. 121)

Grounded in the nature of the divine personality

Reflected in the social nature of humans Hegel—dialectic tool (not the worldview)

ThesisAntithesisSynthesis

Administrating Interconnectedness Administrating Interconnectedness Teleology

Movement from ___ to ____Mission as a statement of the coherent end

Egalitarian atmosphereDignity of all personsDistinction between levels of responsibility

Managing conflictHegelian synthesisTaking it serious

Questions? Questions?