F21_Cultivating Learning Communities of Grace

Cultivating Learning Communities of Grace

ICS Course Code: ICS 260008 F21

Instructor: Dr. Edith van der Boom

Term and Year: Fall 2021 - online

Course Description

Cultivating Learning Communities of Grace is a course for instructional leaders and school administrators in the consideration of both school and classroom cultures. Course content will include attention to diversity, cultural complexity and increasingly shifting markers of origin and ethnicity, racial justice, and restorative practices and how it impacts and forms school and classroom cultures.

This course seeks to help students find clarity in answers to the following questions:

How do we awaken our students’ knowledge, creativity, and critical reflective capacities in our schools and classrooms?
How do racism and other forms of oppression underlie achievement gaps and alienation within our schools?
How can classroom learning be linked to larger movements seeking to effect change in community?/How can school culture be a vehicle for social change?
How do we cultivate learning communities of grace in our schools?
What is the relationship between the daily behaviour of educational leaders and the cultures of schools?

Course Format

This course is an online course consisting of three synchronous discussions and thirteen weeks of asynchronous online interaction. Specifically, participants will:

Write reflective responses to the the assigned readings;
Participate in weekly forum discussions;
Complete a project that applies their understanding of Cultivating Learning Communities of Grace;
Provide feedback on the projects of other course participants;
Share their project with an authentic audience; and
Post their project in an e-portfolio.

In addition, three 3-hour online, interactive Zoom sessions will be scheduled by the instructor based on students’ time zones and availability.

Session 1 will take place between weeks 1 - 3
Session 2 will take place between weeks 4 - 8
Session 3 will take place between weeks 9 - 13

Essential Questions

How do we awaken our students’ knowledge, creativity, and critical reflective capacities in our schools and classrooms?
How do racism and other forms of oppression underlie achievement gaps and alienation within our schools?
How can classroom learning be linked to larger movements seeking to effect change in community?/How can school culture be a vehicle for social change?
How do we cultivate learning communities of grace in our schools?
What is the relationship between the daily behaviour of educational leaders and the cultures of schools?

Learning Goals

As a result of participating in this course students will:

develop critical reflective skills about cultivating learning communities of grace;
experience a learning community of grace within the context of this course;
gain an understanding of how to be a leader of school culture;
present what they have learned to contribute to the communal learning of the Christian school movement.

Course Requirements

Participants in Cultivating Learning Communities of Grace will:

Participate in three 3-hour Zoom sessions throughout the term;
Read 646 pages of required readings and participate in 13 forum discussions;
Read 604 pages in addition to the reading required to inform your project, to a total of 1,250 pages;
Complete a project through one of the following options:

Write two papers of 1,500 to 2,500 words each and submit for publication at least one in a professional journal and/or your local school newsletter;
Create a workshop to share with colleagues in your local school or at an

upcoming conference to share what you have learned during this course;

Create a project that reflects your learning (written approval required from the instructor).

Present your project at a Celebration of Learning to an authentic audience contributing to the communal learning of others;
Showcase your project in an e-portfolio to further share your learning with future educators.

The course elements being evaluated are weighted as follows:

Assigned Reading and Written Discussion Points 35%
Project 40%
Celebration of Learning 20%
Portfolio Entry 5%

Assigned Reading and Written Discussion Points – 35%

Each week you are to generate one reading response (250-words) based on the assigned reading, one discussion point (250-words), and one discussion response (100-words). Each writing task will be outlined in the Google classroom. Students will be required to post all written work in the class comment section and submit it to the instructor. Please follow these three steps:

Make a copy of your work prior to submitting it on Google classroom as once you share it the ownership will transfer to the Academic Registrar.
Copy your written work into the comment section of the task so that it is visible to all participants in the course.
Submit your written work on Google using the “+ Add or create” tab and then click “Hand In.”

Project - 40%

Students will be expected to apply their knowledge of Cultivating Learning Communities of Grace to develop a project that applies to their own teaching/leadership practice. All writing should adhere to standard APA formatting guidelines. Read 604 pages in addition to the reading required for forum discussions, to a total of 1,250 pages and then choose one of the following options as your project:

1. Plan professional development structures that will support the building of ones’ classroom and/or school community. Include professional development which considers all-day PD sessions, Professional Learning Communities (PLCs), and instructional coaching to support the developing community at your school. Consider creating a video, poster, or other visual prompt that will promote learning communities of grace. This project is due Friday, January 14.

2. Write two papers of 1,500 to 2,500 words each. Your two papers combined should reflect your familiarity with the required readings as well as further reading from professional journals and books, to a total of 1,250 pages. Students will be expected to publish at least one in a professional journal and/or your local school newsletter.

Write a paper in which you articulate the importance of a social or cultural context (e.g., racial justice, indigenous perspectives, gender identity) that you find of highest importance within the context of your school or classroom when considering cultivating a community of grace, and reflect on what next steps are important for further growth in this area. This paper is due Friday, January 14.

Write a paper in which you reflect on the connection between your personal flourishing and your professional vocation, and reflect on the contribution to the lives of others that comes with your vocation. This paper is due Friday, January 14.

Your papers should reflect your reading of the required readings (equivalent to 646 pages) as well as further reading of about 604 pages (selected from the recommended readings or other relevant sources). You will find the required and recommended readings listed at the end of this syllabus.

3. Create your own project. All project proposals must be approved by the instructor in writing. This project is due Friday, January 14.

Celebration of Learning – 20%

The purpose of the Celebration of Learning is to present your project to an authentic audience. You will make arrangements to present to your staff, board of directors, school community, at a conference or with whoever represents an authentic audience for your project. In addition, please invite the instructor of this course to your Celebration of Learning.

An alternative to presenting a Celebration of Learning would be to present your project or a portion of your project for publication. Students who choose to write two papers for their project are expected to publish at least one of their papers. Publications may be submitted to a professional journal and/or to a school newsletter.

All celebrations of learning or drafts for publication must be completed six weeks after the last week of classes (Friday, January 14).

e- Portfolio Entry – 5%

Showcase your project in an e-portfolio to further share your learning with future educators. Google Sites is recommended but not required.

Course Evaluation

All the course elements other than the project will be graded as a zero for non-participation, late participation, or inadequate participation per the instructions, or a full grade for active participation per the detailed instructions in the Google Classroom. Course evaluation will be in line with ICSs grading approach as outlined in the chart below.

Letter Grade	Numerical Equivalents	Grade Point	Grasp of Subject Matter	Other Qualities Expected of Students
A RANGE: Excellent: Student shows original thinking, analytic and synthetic ability, critical evaluations, broad knowledge base
A+	90-100	4.0	Profound and Creative	Strong evidence of original thought, of analytic and synthetic ability; sound and penetrating critical evaluations which identify assumptions of those they study as well as their own; mastery of an extensive knowledge base
A	85-89	4.0	Outstanding
A-	80-84	3.7	Excellent	Clear evidence of original thinking, of analytic and synthetic ability; sound critical evaluations; broad knowledge base
B RANGE: Good: Student shows critical capacity and analytic ability, understanding of relevant issues, familiarity with the literature
B+	77-79	3.3	Very Good	Good critical capacity and analytic ability; reasonable understanding of relevant issues; good familiarity with the literature
B	73-76	3.0	Good
B-	70-72	2.7	Satisfactory at a post-baccalaureate level	Adequate critical capacity and analytic ability; some understanding of relevant issues; some familiarity with the literature
F	0-69	0	Failure	Failure to meet the above criteria

Course Schedule

Topic & Required Readings

Week 1

51 pages

Pedagogy of the Oppressed

Freire, P. (1970/2018). Preface, Chapter 1 & 2. In Pedagogy of the oppressed (pp. 35-87). New York: Bloomsbury Academic. [51 pages]

Week 2

43 pages

Social and Cultural Contexts

Hekman, B. (2013). Schools as communities of grace. Christian Educators Journal. On-line. [4 pages]

McEwen, R. M. (2019). Learning design in a global classroom. International Journal of Christianity & Education, 23(2), 171-184. [13 pages]

Claro, S., Paunesku, D., & Dweck, C.S. (2016). Growth mindset tempers the effects of poverty on academic achievement. Proceedings of the National Academy of Sciences, 113 (31) 8664-8668. DOI: 10.1073/pnas.1608207113 [4 pages]

Sleeter, C. (2012). Confronting the marginalization of culturally responsive pedagogy. Urban Education, 47(3), 562-584. [22 pages]

Week 3

52 pages

Racial Justice

Brookfield, S. D. (2017). Applying Critical Reflection to teaching Race and Racism. In Becoming a critically reflective teacher, 2nd edition (pp. 207-224). [17 pages]

Ramsay, N. (2005). Teaching effectively in racially and culturally diverse classrooms. Teaching Theology & Religion., 8(1), 18–23. [6 pages]

Kim, P. Y. (April 23, 2021). How a Pad-Mounted Transformer and Stair Spindle Help Me Teach About Racial Microaggressions (Blog) [6 pages]

Tisby, J. (2021). How to explore your racial identity. In How to fight racism: Courageous Christianity and the journey toward racial justice (pp. 39-62). Grand Rapids, MI: Zondervan. [23 pages]

Week 4

41 pages

Indigenous Perspectives within Education

Bock, W. (2018). Reflections of a principal and supply superintendent of schools in the North-West Territories (1957-1966) and as a supply superintendent of schools in the province of Alberta (1967-1969): A comparison. Religious Studies and Theology., 37(2), 224–235. [11 pages]

Markey, E. (2018). The reckoning. America, 218(14), 18–26. [8 pages]

Shano, P. (2017). The Truth and Reconciliation Commission of Canada and The Society of Jesus. The Way., 56(2), 19–30. [11 pages]

Ng, G. A. W.-I. (2020). Complexities in religious education with Asian/Asian Canadians and Indigenous realities: The Truth and Reconciliation Commission Report on Residential Schools. Religious Education, 115(3), 315–322. https://doi.org/10.1080/00344087.2020.1772622 [7 pages]

Beckford, C., & Nadhee, R. (2011). Teaching for ecological sustainability: Incorporating indigenous philosophies and practices. Toronto: Literacy and Numeracy Secretariat and Ontario Association Deans of Education. http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_Teaching_Ecological.pdf [4 pages]

Week 5

58 pages

Culturally Responsive Classrooms

Smith, D. I. & Carvill, B. (2000). Hospitality to the stranger. In The gift of the stranger: Faith, hospitality, and foreign language learning (pp. 79-103). Wm. B. Eerdmans Publishing Co. [24 pages]

Smith, D. I. (2009). Learning from the stranger. In Learning from the stranger: Christian faith and cultural diversity, (pp. 105-126). Wm. B. Eerdmans Publishing Co. [21 pages]

Weinstein, C. S., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a conception of culturally responsive classroom management. Journal of Teacher Education, 55(1), 25-38. [13 pages]

Week 6

46 pages

Sexual Orientation and Gender

Gilson, R. (2021). Truth, love, and gender identity: How Christians should speak about the “T” in LGBT. Christianity Today, 65(3), 60-61. [2 pages]

Yarhouse, M. (2015). Understanding gender dysphoria: The leading Christian scholar on transgender issures defines the terms and gives the church a way forward. Christianity Today., 59(6), 44–50. [7 pages]

Butman, R. (2014). Psychopathology through the eyes of faith: integrative reflections for the classroom and beyond. Journal of Psychology and Theology., 42(2), 211–219. [9 pages]

Yarhouse, M. & Sadusky, J. (2020). Best practices in ministry to youth navigating gender identity and faith. Christian Education Journal, 1-12. https://doi.org/10.1177/0739891320941866 [12 pages]

Yarhouse, M. & Sadusky, J. (2020). Engaging youth: Looking beneath the surface. In Emerging gender identities: Understanding the diverse experience of today’s youth, pp. 169-185. Brazos Press. [16 pages]

Week 7

52 pages

Cultivating a Community of Learners

Center for the Advancement of Christian Education (2021). Diversity in the Christian school. Retrieved on January 20, 2021 from

https://cace.org/wp-content/uploads/2021/01/CACE_Diversity-in-the-Christian-school.pdf [52 pages]

Week 8

52 pages

Leading in a Culture of Change

Fullan, M. (2020). Relationships, relationships, relationships. In Leading in a culture of change, 2nd edition (pp. 63-90). Jossey-Bass. [27 pages]

Schein, E. H. (2017). How leaders embed and transmit culture. In Organizational culture and leadership (5th ed.). Wiley, pp.181-206. [25 pages]

Week 9

51 pages

Pedagogy and Community

Casas, J. (2017). Just talk to me. In Culturize: Every student, every day, whatever it takes. (pp.1-17). Dave Burgess Consulting, Inc. [17 pages]

Stonks, G. G. & Blomberg, D. (Eds.) (1993). How do we forge a community for learning? pp. 104-128 in Christian schooling for responsive discipleship: A vision with a task. Baker Books. [24 pages]

Smith, D. I. (2018). Pedagogy and community. In On Christian teaching: Practicing faith in the classroom. Pedagogy and Community (pp. 128-138). William B. Eerdmans Publishing Company. [10 pages]

Week 10

52 pages

Restorative Justice: Part 1

International Institute for Restorative Practices Canada (n.d.). What is Restorative Practices? YouTube. https://youtu.be/_obyZY4XzaI

Umbreit, M. S., Coates, R. B., & Vos, B. (2007). Restorative justice dialogue: A multi‐dimensional, evidence‐based practice theory. Contemporary Justice Review, 10(1), 23–41. [18 pages]

Cremin, H. (2014) Critical perspectives on restorative justice/ restorative approaches in educational settings. In E. Sellman, H. Cremin, & G. McCluskey (Eds.), Restorative Approaches to Conflict in Schools: Interdisciplinary perspectives on whole school approaches to managing relationships (pp. 111–122). New York, NY: Routledge.[11 pages]

Johnson, D. W., & Johnson, R. T. (2009). Energizing learning: The instructional power of conflict. Educational Researcher, 38(1), 37–51. doi:10.3102/0013189X08330540 [14 pages]

Macready, T. (2009). Learning social responsibility in schools: A restorative practice. Educational Psychology in Practice, 25(3), 211–220. doi:10.1080/02667360903151767 [9 pages]

Week 11

48 pages

Restorative Justice: Part 2

Mirsky, L. (2007). SaferSanerSchools: Transforming school cultures with restorative practices. Reclaiming Children and Youth, 16(2), 5–12. [7 pages]

Morrison, B., Blood, P., & Thorsborne, M. (2005). Practicing restorative justice in school communities: The challenge of culture change. Public Organization Review, 5, 335–357. doi:10.1007/s11115-005-5095-6 [22 pages]

Morrison, B., & Vaandering, D. (2012). Restorative justice: Pedagogy, praxis, and discipline. Journal of School Violence, 11(2), 138–155. doi:10.1080/15388220.2011.653322 [17 pages]

Pavelka, S. (2013). Practices and policies for implementing restorative justice within schools. The Prevention Researcher, 20(1), 15–17. Retrieved from http://www.tpronline.org/ article.cfm/Practices_and_Policies_for _Implementing_Restorative_Justice_within_Schools [2 pages]

Week 12

50 pages

Restorative Justice: Part 3

Reimer, K. (2011). An exploration of the implementation of restorative justice in an Ontario public school. Canadian Journal of Educational Administration and Policy, 119, 1–42. [42 pages]

Roby, D. E. (2011). Teacher leaders impacting school culture. Education, 131(4), 782– 790. [8 pages]

Week 13

50 pages

Restorative Justice: Part 4

Das, A., Macbeth, J., Elsaesser, C. (2019) Online school conflicts: expanding the scope of restorative practices with a virtual peace room. Contemporary Justice, 22, 351-370. [19 pages]

Winslade, J. (2019) Can restorative justice promote social justice? Contemporary Justice Review, 22, 280-289. [9 pages]

Weaver, J. L., Swank, J. M. (2020) A Case Study of the Implementation of Restorative Justice in a Middle School. Research in Middle Level Education Online, 43, 1-9. [9 pages]

Vaandering, D. (2016). Critical relational theory. In B. Hopkins (Ed.), Restorative theory in practice: Insights into what works and why (pp. 63–76). [13 pages]

Proposed Zoom Sessions

Please contact the instructor ASAP if these dates and times are problematic!

Zoom 1: Pedagogy of the Oppressed - Thursday, September 23 from 4-7 pm

Zoom 2: What’s Your Cultural Profile? - Thursday, November 4 from 4-7 pm

Zoom 3: Restorative Justice - Thursday, December 9 from 4-7 pm

Project Requirements

To support project planning the following requirements will be built into the flow of the course:

Project Proposal

Prepare a 1,000 word project proposal that outlines your plans for this project. Your proposal should draw on the required reading you have completed for this course. Your project proposal is due Friday, October 15. Given the learning flow of the course, no extensions will be granted beyond this due date.

Project Response

Write a response of 500-750 words to the project proposal of each of the students in your project response group. Your response to the project proposals are due on Friday, October 22. Given the learning flow of the course, no extensions will be granted beyond this due date.