Date+Oct+3

October 3

2-3:50

Introductions of any visiting student teachers

How small or big is your school? What are your class sizes? Who or what greets students, faculty, parents, and visitors as they enter school?

Review lenses from the readings

To what extent does your **school**:


 * ====function as a democratic community, where decisions are made inclusively based on credible evidence, reasoning, and collaboration with others? (Meier 89-90) ====
 * ====allow students to witness teachers and parents engaged in democratic decision making: listening, speaking, arguing, making trade-offs and exercising judgment on important matters? (Meier 89-93) ====
 * ====provide students with extracurriculars and electives? (Meier 90) ====
 * ====teach skills to make students more peaceable? (Kohn 96) ====
 * ====use prison-like surveillance technologies to promote student safety? (Kohn 96) ====
 * ====focus on high stakes testing or on high quality learning and intellectual risk-taking? (Kohn 97-8) ====
 * ====allow forms of bullying? (Kohn 98) ====
 * ====foster students' safe, meaningful relationships with each other and with adults? (Kohn 98) ====
 * ====have "dedicated, energetic, skilled professionals who care deeply that all their students have access to the kinds of knowledge and opportunities that most middle-class white children take for granted"? (Chenoweth 102) ====
 * ====function as "a family" for teachers? (Chenoweth 102) ====
 * ====<span style="font-family: Georgia,serif;">communicate high expectations for students' academic and professional achievement? (Chenoweth 103) ====
 * ====<span style="font-family: Georgia,serif;">discipline students with punishment or with encouraging kindness and engagement? (Chenoweth 104) ====
 * ====<span style="font-family: Georgia,serif;">provide teachers with time to meet together for data-driven, teacher-led professional development? (Chenoweth 104) ====
 * ====<span style="font-family: Georgia,serif;">seek data on why its parents do or don't attend outreach events? (Finders and Lewis 106) ====
 * ====<span style="font-family: Georgia,serif;">provide translation support for parents who speak a language other than English? (Finders and Lewis 108) ====
 * ====<span style="font-family: Georgia,serif;">ask parents about their funds of knowledge at home or tell parents what to do at home? (Finders and Lewis 108) ====
 * ====<span style="font-family: Georgia,serif;">empower parents to contribute 'intellectually to the development of lessons"? (Finders and Lewis 109, citing Luis Moll 1992) ====

<span style="font-family: Georgia,serif;"> Open discussion of the readings and your experiences