Cultural contexts for teachers offered in four one-credit modules: (1) Students, Families and Communities, (2) School and Workplace Cultures, (3) School Law, (4) Exploring New Roles.

Relationahip to the Knowledge Base, National and State Goals:

This course is designed based upon a constructivist teaching and learning philosophy or knowledge base. The instruction presents to the student that knowledge is constructed by the learner based on ways of knowing which are specific to individuals, schools, the work place, families, and communities. The major function of this course is to facilitate the student’s construction of knowledge and development of skills necessary to address cultural contexts which exist in schools, families, communities, and work places. National and state recommendations will guide the course instruction.

Instructional Objectives:

Module 3: School Law.

• Adapt unit and lesson plans for exceptional learners, and for students with varying cultural, social, and linguistic backgrounds
• Affirm the dignity and worth of all students and provide the positive support students need to be effective learners
• Communicate classroom rules and behavioral expectations that provide a safe and orderly environment for learning, are appropriate to the level of development of students, and are consistent with laws governing student rights and responsibilities
• When establishing classroom rules and procedures, apply to all students principles of sex equity and racial justice, and apply principles of least restrictive environment for students with disabilities
• When establishing and maintaining classroom rules and procedures, take into account the influence of the physical, social and emotional climates of students' homes and the community on motivation and behavior
• Monitor student conduct, and take appropriate action when misbehavior occurs
• Interact thoughtfully and courteously with students and their parents about all of the above, and resolve conflicts in a professional manner, respecting the cultural context of the community
• Is aware of, and acts in accordance with, school policies and practices
• Is respectful of cultural patterns and expectations that operate within a school

Methods of Instruction:

Modules are delivered through the world wide web. Interns will enroll in one credit hour of practica in conjunction with each module of this course. The course modules and related practica are problem oriented. Each module is self-directed and will address more than one problem, and each problem focuses on one or more learning objectives. A general pattern for each problem is:

1. read the problem statement and its background information;
2. watch a student or students in their environment;
3. reflect on the student(s) and their environment;
4. interact with student(s) and observe what student(s) do;
5. reflect on interactions and what student(s) do in conjunction with explanatory information; propose how you can improve your interaction.

Interns will interact with their supervising teacher educators throughout the process and university instructors when necessary.

Content Outline:

1. School Law

1. 1st, 4th, 10th and 15th Amendments to the Constitution.
   
2. Oregon Administrative Rules: Chapter 581, Division 22 (Standards for Public Elementary and Secondary Schools); Chapter 584, Division 20 (Standards for Competent and Ethical
3. Performance of Oregon Educators.
   
4. Public Laws 88-352 (Civil Rights Act of 1964), 92-318 (Educational Amendments of 1972, Title IX), 93-112 (Rehabilitation Act of 1973, Section 504), 94-142, Education of Handicapped Children Act , as amended by P.L. 101-476), 101-336 (Americans with Disabilities Act of 1990).
   
5. Oregon Administrative Rules, Chapter 581, Division 22 (Standards for Public Elementary and Secondary Schools), and Chapter 584, Division 20 (Standards for Competent and Ethical
6. Performance of Oregon Educators).
   
7. Adapting unit and lesson plans for exceptional learners, and for students with varying cultural, social, and linguistic backgrounds.
   
8. Affirming the dignity and worth of all students and provide the positive support students need to be effective learners.
   
9. Communicating classroom rules and behavioral expectations that provide a safe and orderly environment for learning, are appropriate to the level of development of students, and are consistent with laws governing student rights and responsibilities.
   
10. Establishing classroom rules and procedures, apply to all students principles of sex equity and racial justice, and apply principles of least restrictive environment for students with disabilities.
    
11. Establishing and maintaining classroom rules and procedures, take into account the influence of the physical, social and emotional climates of students' homes and the community on motivation and behavior.
    
12. Monitoring student conduct, and taking appropriate action when misbehavior occurs.
    
13. Interacting thoughtfully and courteously with students and their parents about all of the above, and resolve conflicts in a professional manner, respecting the cultural context of the community.
    
14. Awareness of, and acting in accordance with, school policies and practices.
    Respectfullness of cultural patterns and expectations that operate within a school.
    

Evaluation:

Each student will provide evidence (documents or actions) of achievement of each objective. The student will also provide entries from a reflective journal on how they achieved each outcome. The student's supervising faculty member will assess the evidence and reflective journal entries to estimate the extent to which the evidence demonstrates the student's achievement of an objective. A coordinating faculty member will discuss student progress with the supervising faculty member at least twice: once during and once after the completion of the module. The coordinating faculty member will then assign a letter grade for the module.

Bibliography:

Valente, W.D. (1998). Law in the School, 4th ed. Upper Saddle River, NJ: Prentice-Hall.

U.S. Code, volume 1, pp. LV+, Constitution and Amendments.

U.S. Statutes at Large:
Public Law 88-352, Civil Rights Act of 1964.
Public Law 92-318, Educational Amendments of 1972, Title IX.
Public Law 93-112, Rehabilitation Act of 1973, Section 504.
Public Law 94-142, Education of Handicapped Children Act (amended by P.L. 101-476).
Public Law 101-336, Americans with Disabilities Act of 1990.