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Teacher Education Internship Program. Co-Directors Lisa Loop Dr. Anita P. Quintanar Dr. DeLacy Derin Ganley. The Ethnographic Narrative Project. Teacher Education Claremont Graduate University 2007/2008 Cohort Revised Aug 2006.

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Teacher Education

Internship Program

Co-Directors

Lisa Loop

Dr. Anita P. Quintanar

Dr. DeLacy Derin Ganley


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The Ethnographic Narrative Project

Teacher Education

Claremont Graduate University

2007/2008 Cohort

Revised Aug 2006


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The Guiding Premise of the Ethnographic Narrative Project:

Who we are –that is, our values, our experiences, our perspectives– determines the foundation of our teaching. Accordingly, reflecting upon who we are is a process by which we can develop our teaching. The Ethnographic Narrative Project is all about reflection and sense-making.

Ethnographic narratives allow the investigator to describe and analyze the practices and beliefs of cultures and communities. The focus is to understand the culture or community from a participant observer perspective that takes into account the insider’s and the outsider’s perspective (modification of D. Mertens, 1998, p. 164).


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The Guiding Premise of the Ethnographic Narrative Project:

The inquiry is guided by the investigator’s “mental models” (Senge, 1990); that is, it is guided by the researcher’s own paradigm and/or theory about the way things are. But, with this type of research, one’s paradigm is continually evolving because when presented with data that does not “fit” his/her original model, the researcher must be willing to abandon or modify his/her paradigm.

Ethnographic narratives allow the researcher to observe a complex world in a way so he/she can describe the interrelationships among previously unknown themes and patterns and, in turn, in a way that expands and informs the researcher’s own perspective.



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In this presentation, you will find GUIDING QUESTIONSto help you understand the scope and focus of each of the project’s six sections.


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Guiding Questions?

Look at the SPIRIT of these questions. They are meant to give you a sense of the KINDS OF QUESTIONS you should be seeking to answer in each section. They are not Q&A prompts meant to be answered in a paragraph or two.


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Part A: Term 1 in TLP I

(First Spring/Summer)

A

Term 1’s Focus:

Introduction to teaching, including an introduction to lesson plans; classroom management; CA content standards; Education Specialist standards (Level I, mild/moderate); Teacher Performance Expectations & Tasks (TPEs and TPAs); etc.


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Part A:Who am I, and why do I want to be a teacher?

A

  • What have been my own (and my family’s) attitudes toward school? What’s my story?

2. Why do I want to be an educator?


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A

Part A:Who am I, and why do I want to be a teacher?

1. What have been my own (and my family’s) attitudes toward school? What’s my story?

  • How has my background (cultural and socio-economic) influenced my experiences and success in school?

  • How has my ability/disability impacted my experiences in school? What past or present experiences have you had with individuals with special needs?

  • What is/was my family’s attitude toward education? How does/did this impact me positively or negatively?

  • What is your academic history?

    • Give examples regarding schools attended, things remembered most, learning environments and relationships.

    • Which teachers had the greatest/least influence on me and why?

  • Language Acquisition

    • What is your experience in learning your primary language (oral and written)?

    • What is your experience learning English as a second language or the experience of someone in your family or extended family (i.e., grandparents, great grandparents) ?


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Part A:Who am I, and why do I want to be a teacher?

A

  • 2. Why do I want to be an educator?

    • What experiences have I had that make me want to be a teacher?

    • What special talents and character qualities (positive and negative) do I bring to the profession?

    • What’s my understanding of the link between social justice and accountability? How do I define these terms and make sense of CGU’s vision statement?

    • How committed am I to positively impacting the academic and social success of my students? What will this commitment look like?

    • What contribution do I want to make to the field?


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Part B:

Fall Term in TLP II

B

A

Fall Term’s Focus:

Instruction that supports academic success for all (with special attention given to strategies for teaching non-native English speakers).


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Struggling students

At least three of the five students should be students for whom school has been least successful.

Special needs student (TPA, Task 2)

At least one of the five students needs to be in a special education program.

Non-native speakers of English (TPA, Task 2)

Three of the five should have a primary language other than English.

At least one should be in the early stages of English language acquisition.

Part B: Who are my students?

To answer this question, interns focus on five specific students.


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Student Selection

Q: What if I can’t find five students who meet the suggested criteria?

A:Get as close to the guidelines as possible. Discuss specifics with your Faculty Advisor.

Q: What if some of the five students drop out or are moved from my class?

A:Mobility is an issue, so this may happen. To minimize the chances of not having five students, choose eight students to begin with. If they all stay, you can pick five. If your numbers ultimately drop below five, don’t worry too much. Talk to your advisor about how to make their exodus part of the “story” (and the ethnography).

Q: What about legalities? And privacy? Do we get permission?

A:This is important. Interns need to get written parental permission for each of their ethnography students. Also, to protect identities, interns must use pseudonyms for the students, all school personnel, the school, the district, and the city.


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Part B: Guiding Questions

1. Who is my student?

  • What are my student’s strengths and weaknesses (in and out of the classroom)?

  • What are my student’s aspirations and dreams?

  • What are major events that have shaped/influenced my student?

  • What are my student’s goals for the upcoming year? For the future?

    2. What is my student’s academic “story?”

  • How does my student feel about school? (And what has brought about this attitude?)

  • To what degree does my student meet CA’s standards? Where is he/she strong? Weak? (It is best to use multiple indicators to assess this.)

  • What has been my student’s past experience with school?

  • When was my student most/least successful in school?

  • How has my student’s background (cultural, linguistic, and economic) influenced his/her attitude toward school and his/her future? What about the students ability/disability?

  • How is my student influenced by the attitudes of his/her family’s feelings towards school?

    3. Given my growing sense of the student, what is my plan for bringing about academic success?

  • Create an action plan. Continually evaluate and reflect upon its effectiveness.


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Data Collection & Sense Making

1. Interviews & Field Visits

2. Scholarly Artifacts & “Footprints”

  • Interviews

    • One-on-one student interviews

    • Parent interviews

    • Peer Interviews

  • Student shadowing

  • Home visits

  • Neighborhood/community events

  • Surveys

  • Student work samples

  • Cumulative file information

  • Observations of former teachers (collected via interview)

  • Attendance/transfer records

  • Standardized tests and assessments

4. Student Achievement Plans

3. Observation & Reflection

  • Journals

  • Anecdote logs

  • Dialogue with CGU peers and advisors

  • Connecting classroom experiences to academic texts

  • Custom-made plans that identify specific academic goals for each student and the specific steps the intern will take to help make these goals a reality. (*VERB-LADEN plans.)


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acknowledges

defines

identifies

measures

qualifies

adds

denotes

illustrates

mentions

questions

advises

describes

improves

models

rationalizes

answers

demonstrates

Influences

moves

reacts

asks

depicts

inspires

names

recommends

asserts

discourages

interprets

narrates

recognizes

assessed

encourages

interviews

negotiates

reinforces

assists

endorses

introduces

*Action Verbs(ideal for action plans)

  • notifies

  • rewards

  • assures

  • enumerates

  • justifies

  • objects

  • schedules

  • clarifies

  • explains

  • labels

  • offers

  • seeks

  • classifies

  • evaluates

  • leads

  • organizes

  • shares

  • collaborates

  • explores

  • learns

  • outlines

  • shows

  • compares

  • expresses

  • lectures

  • persuades

  • teaches

  • confirms

  • features

  • listens

  • plans

  • tells

  • confronts

  • focus

  • lists

  • predicts

  • terminates

  • confuses

  • formulate

  • maintains

  • promotes

  • translates

  • considers

  • frustrate

  • mandates

  • presents

  • understands

  • contrasts

  • furnishes

  • manipulates

  • probes

  • visualizes

  • critiques

  • guides

  • maps

  • promotes

  • warns


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Parts C, D, & E:

Spring Term in TLP III

E

A

B

C

D

Spring Term’s Focus:

Gaining familiarity with a larger societal framework via analysis of the schools and communities in which the interns work.


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Part C: What is happening at my school?

2. What school policies & practices shape my school’s culture and/or identity?

  • What is it like to be on my campus? (i.e., physical description of the school & its people).

3. What are other influences (including district, state and federal policies & practices) that impact my school?

4. What kind of resources & support does my school have?


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Part C: What is happening at my school?

1. What is it like to be on my campus?

  • How can I describe the following so that my reader has a sense of my school’s physical space and its feel?

    • The school’s location

    • The appearance, maintenance & style of campus and its buildings

    • Important campus landmarks (if any)

    • My specific physical environment (Are there challenges associated with my classroom?)

  • Who are the people on my campus? (And, has this changed over time? If so, why? And, how do people feel about these changes?)

    • What is the composition (ethnic? linguistic? economic? gender? religious? political?) of the students? Faculty? Administration? Staff?

    • Within each category, are there identifiable camps? How are these groupings signaled?

    • How do each of these parties feel about being at the school? How are these attitudes revealed?

  • What is the technology situation in my classroom? At the school? In the homes of my students?(These questions should be addressed in ED330/331.)

  • What school events have I attended? Describe.


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Part C: What is happening at my school?

2. What school policies & practices shape my school’s culture and/or self-identity?

  • What are the school’s formal/stated and informal/inferred policies?

    • Student promotion/retention

    • Students assignment into special programs (i.e., bilingual, SDAIE, GATE, Special Education, etc.)

    • Teaching programs (i.e., Open court)

    • Staff development

  • How are decisions made and implemented within the school?

    • Who sets the agenda? Who doesn’t?

    • How are policies developed?

    • How are decisions implemented?

  • How do different people on campus feel about the school’s policies and practices and how they are generated (Students? Faculty? Administration? Parents?)


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Part C: What is happening at my school?

3.Other Influences: What are other influences (including district, state and federal policies & practices) that impact my school?

  • How do district, state, and federal policies impact the school?

    • Standards

    • Legislation (like Title I, Individuals with Disabilities, Assistive Technology Act, etc.)

    • Assessment/Accountability measures (like NCLB)

    • Special initiatives

    • Requirements for funding

  • Besides policies, what are some other things that impact the school? The administration? The faculty? The staff? The students?


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Part C: What is happening at my school?

4. What kind of resources and support does my school have?

  • What kind of support services are there on campus? Are they utilized?

    • For students? (social, academic, career, college guidance, health, etc.)

    • For employees?

    • For parents?

    • For the community?

  • Who supports the school? Who does the school turn to help them meet their needs and goals?

    • Parents?

    • Community leaders?

    • Benefactors?

    • Corporations?

    • Universities?

    • Government?

  • What are the opposition factors?


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Part D: What is happening in my school’s community?

1. What is my community’s history?

  • Location

  • Settlement history

  • Population influxes

  • Industry influxes

  • Events that shaped the community’s psyche and/or identity

2. How can I describe the community so my reader has an accurate sense of it?

  • Population demographics

  • Layout

  • Community gathering places, landmarks, & establishments

  • Appearance, maintenance, & style

3. What are my community’s resources?

  • Social/human/family service organizations & agencies

  • Seminal community events

  • After school/weekend/summer programs for kids

  • Pillars of the community: leaders, religious institutions, businesses, government

4. What are my community’s aspirations and concerns?

  • For the present?

  • For the future?

5. What community events have I attended?

  • How are they representative of the community’s gestalt?


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Part E: Summative Follow-upWhat has the year been like for my five ethnography students?

1. Follow-up assessment of student learning & progress: What has the year been like for my student? How has he/she developed/not developed?

  • Attendance

  • Involvement

  • Student attitude

  • Progress of student work samples

  • Pre/Post SAT 9/CAT 6 scores

  • Progress on standards

  • Course grades

  • Goals for the future

  • Assessment of teaching strategies/effectiveness: How was (or wasn’t) your student achievement plan effective?

  • Summative analysis of student work. How does the student’s work reflect his/her growth?

  • What strategies were most/least effective with each ethnography student?


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At the end of the Spring Term, Parts A-E should be complete!

Towards the end of the Spring Term, you will write a Preface to your ethnography.

AFTER YOUR FACULTY ADVISOR HAS GIVEN YOUR ETHNOGRAPHY FINAL APPROVAL, you will bind the Preface and Parts A-E. One of the bound copies is kept at CGU. The other is returned to you by the Faculty Advisor.

Part F of the ethnography will be written in TLP IV but will not be included in the bound copy.

In the past, most interns have used a commercial printing place (like Kinko's or King’s Copy) to have their ethnographies spiral bound.


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Preface : An Introduction to the Ethnography

The Preface is an author’s note to the reader. It goes before Part A. It is generally short (five pages maximum), and it prepares the reader for the text. It is written from the perspective of the author after he/she has completed his/her manuscript.


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Write an introduction to the ethnography so your reader has a sense of what they are about to read.

What was this project all about? Consider explaining each part and its focus.

What did you learn from doing this research? What is the value of this project, especially for new teachers?

What did you learn from your internship?

Preface: An Introduction to the Ethnographic Narrative Project

  • If you didn’t write the entire ethnography in the past-tense, address the shifting tenses/perspectives of each part. Consider explaining when each part was written and the perspective you had at the time.

  • Address the use of pseudonyms.

  • Address the use of photos (i.e., that you received permission to print).


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Part F: a sense of what they are about to read.

Final Summer in TLP IV

B

E

A

C

D

F

Summer Focus:

Reflections on lessons learned from practice and scholarship


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Part F: How can I make sense of my internship a sense of what they are about to read. as a scholar practitioner?

Choose one or more of the following topics. Address in 10-15 pages.

2. Your Experiences

  • What did I learn from working with different kids and their families?

    • What impacted my teaching the most?

    • What impacted the student/teacher relationship the most? The family/teacher relationship? The school/teacher relationship?

    • How did home visits inform my teaching?

  • Theory & Practice

  • How does theory help me analyze/understand what happens in schools?

  • Do I see any theory “played out” in my experience or in the experience of my students?

  • Do any of my experiences provide data that refutes or discredits a theory?

  • What is my evolving understanding of schooling? Teaching and learning?

3. Larger social/cultural/political/ economic context & education

  • How do larger social/cultural/political/ economic issues impact my students, their families, and schools?

  • What are trends in education? (And how do these trends impact teachers & their students?)

  • What are dominate themes that relate to education and social change? How do you see these themes played out?

4. Vision & Personal Philosophy

  • How does my school’s mission statement relate to what is done in my school?

  • What is my own emerging vision/mission and how do I hold myself accountable to it?

  • How do I foresee myself interfacing with CGU’s vision? What is my emerging understanding of social justice and accountability?


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Items General Education interns need to take to their Induction Plan Coordinator at their employing district:

  • Professional Action Plan (from TLP III) -- required

  • Part F of Ethnography (the paper from TLP IV) -- required

  • Final TPE evaluation (from TLP III) -- highly recommended


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Bound Copy = Preface + Parts A-E Induction Plan Coordinator at their employing district:

F. Reflection: Lessons Learned

E. Students: Summative Follow Up

D. Community

B. Student’s Academic History

C. School

0. Preface (written in Spring)

A. Self

D

A

B

C

E

F

A First Term

C, D, E + Preface SPRING

B  FALL

F  Final Summer


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Nitty-gritty Instructions: Induction Plan Coordinator at their employing district:Introduction To Parts

  • Each part should be written as a self-contained piece/text so that it could be read, understood, and appreciated by a general reader unfamiliar with CGU’s Ethnographic Narrative Project.

  • Each part should have a “reader-friendly introduction that explains the focus of the part. This introduction should discuss the part’s purpose, goals, methodology (i.e., what “data” were examined and how this information was gathered), and how you as the author/scholar-practitioner understand the relationship between the part’s inquiry and good teaching. Write this introduction so that a reader unfamiliar with the project will understand the “part,” its focus, and its value.


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Nitty-gritty Instructions: Induction Plan Coordinator at their employing district:Reference Requirements

  • Each part should have five references (either paraphrases or direct quotes). The references should draw upon speakers and/or texts.

    • Reserve your direct quotes for “gems”—those phrases that are so good (i.e., so concise, so uniquely worded, so dazzling, etc.) that something would be lost if you paraphrased. If you can say something more clearly or more concisely than the original text, do so!

  • Be sure to cite/document according to APA (i.e., in-text attribution, parenthetical citation, and bibliographic entry). See APA handout for specifics.


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Texts you’ve read (whether in Teacher Education or not) Induction Plan Coordinator at their employing district:

Speakers

Course packets or articles

Student work

Student comments

Adult comments (i.e., comments made by peers, parents, etc.)

Accountability data on your school

Nitty-gritty Instructions:References -vs- Data

References

Data


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Nitty-gritty Instructions: Induction Plan Coordinator at their employing district:Expectations of Graduate-Level Scholarly Writing

  • Graduate scholarly writing…

    • Is interesting and has a clear purpose

    • Uses academic language that is in the active voice and the formal register (instead of slang or colloquialisms in the informal register)

    • Uses varied sentence structure (simple, compound, complex) and varied sentence beginnings

    • Is well organized with focused, developed paragraphs that are logically ordered

    • Is void of grammatical, usage, mechanical, and surface errors.

    • Has proper documentation (i.e., APA)

  • Interns are encouraged to visit CGU’s Writing Center (http://www.cgu.edu/pages/798.asp or @ 909/607-2635)


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Nitty-gritty Instructions: Induction Plan Coordinator at their employing district:Photos

  • Photos are often a nice addition to the ethnography.

  • Each photo should have its own caption.

  • (Written) parental permission is required for youth featured in the photos.


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Why do we do value the ethnography project? Induction Plan Coordinator at their employing district:

Because it helps interns develop the skills and perspectives needed to become a good teacher.


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SELF REFLECTION Induction Plan Coordinator at their employing district:


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COLLABORATIVE WORK Induction Plan Coordinator at their employing district:


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OBSERVATION Induction Plan Coordinator at their employing district:& INVESTIGATION


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COMMUNICATION Induction Plan Coordinator at their employing district:

  • Students

  • Parents

  • Other educators

    • Other teachers

    • Administrators

    • Counselors

    • Paraprofessionals

  • CGU Peers

  • CGU Advisors & Faculty


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LISTENING Induction Plan Coordinator at their employing district:


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ANALYSIS Induction Plan Coordinator at their employing district:

  • Student Performance Indicators

    • Student work samples

    • Test scores

    • “Cumulative file” information

    • Past teacher comments

  • Policies

  • Institutional histories

  • Family & community context


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APPRECIATION OF DIVERSITY Induction Plan Coordinator at their employing district:



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Questions? ACCOUNTABLE TEACHER

See your Faculty Advisor!

Lisa Loop, Director of Advancement & Administration

Dr. Anita P. Quintanar, Director of Student Programs & Faculty Development

Dr. DeLacy Derin Ganley, Director of Curriculum & Research


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