Preparing Preservice Teachers to

Teach in a Culturally Responsive Way

Charline J. Barnes'
Andrevi's University

Abstract
A teacher education program designed to adequately prepare preservice teach-
ers to instruct culturally and linguistically diverse students in their class-
rooms is described. Under the supervision of a professor and a graduate
assistant in a required methods course at a private midwestern Christian
university, 24 preservice teachers, who use a culturally responsive teaching
framework to teach reading to urban elementary children who scored be-
tween low and intermediate levels on their state reading examination, par-
ticipated in this study. Data were collected from the preservice teachers' class
and field experiences in the areas of (a) autobiographical poem and cultural
artifact, (b) cultural diversity awareness inventory, (c) book discussion groups,
(d) inquiry project, and (e) structured field experience. These data were dis-
cussed and used to enhance their preparation for instructing culturally and
linguistically diverse students. Implications regarding how teacher educa-
tion programs can create a learning environment where future teachers can
learn to welcome and support all students, specifically those from diverse
cultural and linguistic backgrounds, are discussed.

Introduction
As public schools become increasingly more culturally diverse among their student popula-
tions, the teaching force remains homogeneouspredominately White, female, and middle-class
(Swartz, 2003; Howard, 1999). Yet, many teacher education programs are still struggling to ad-
equately prepare preservice teachers to successfully deal with the challenge of teaching a diverse
student population. This is generally due to interrelated factors such as limited cultural knowledge
bases of teacher educators and students, disconnection of theory to practice, and curricula histori-
cally grounded in Eurocentric traditional styles of pedagogy (Au, 1998; Ladson-Billings, 2000;
Smith, 1998). Irvine's (2003) research found that "preservice teachers have negative beliefs and low
expectations of success for ... [non White] students even after some course work in multicultural
education" (p. xvi); she called this "cultural discontinuity." This cultural discontinuity produces
negative interactions between teachers and students, thus reinforcing stereotypes and prejudices on
both sides, trvine argues that cultural discontinuity can cause teachers to "ignore their students'
ethnic identities and their unique cultural beliefs, perceptions, values and worldviews" (Irvine, 2003,
p. xvii), thus devaluing students' contributions to the classroom environment. Furthermore, it can
affect teachers' attitudes and expectations, thus impacting students' academic performance (Delpit,
1996; Howard & del Rosario, 2000). As a result, these preservice teachers could begin to affirm the
notion that what is different is inferior (Freire, 1998).

' Address correspondence to Charline J. Barnes, Department of Teaching, Learning & Curriculum,
Andre\ys University, School of Education - Bell Hall, Berrien Springs, MI 49104-0114 or
cbames @ andrews.edu.

Vol. 57, Nos. 1-2, Spring/Summer, 2006 85

 Preparing Preservice Teachers

Researchers have repeatedly confirmed that teachers need to know more about the world of the
children with whom they work in order to better offer opportunities for learning success (Graybill,
1997; Pransky & Bailey, 2002/2003). One way to deal with this challenge is through the use of
culturally responsive teaching (CRT) (Gay, 2000). Culturally responsive teaching facilitates and
supports the achievement of all students. It requires teachers to create a learning environment where
all students are welcomed, supported, and provided with the best opportunities to learn regardless of
their cultural and linguistic backgrounds. To effectively do so, teachers need to utilize the three
dimensions within the culturally responsive teaching framework: (a) academic achievementmake
learning rigorous, exciting, challenging, and equitable with high standards; (b) cultural competence
know and facilitate in the learning process the various range of students' cultural and linguistic
groups; and (c) sociopolitical consciousness^recognize and assist students in the understanding
that education and schooling do not occur in a vacuum (Gay, 2000). The interaction of all three
dimensions can help teachers to significantly meet the needs of a diverse student population. Through
these dimensions, educators not only learn to be sensitive to the needs, interests and abilities of
students, parents and communities, but also validate the whole person by putting it into practice
(Nieto, 1996).

However, many preservice and inservice teachers view CRT as an abstract and theoretical
process in the teaching-effectiveness research literature (Villegas & Lucas, 2002). This disconnection
of theory and practice has caused many teacher education program faculty to reexamine their
curriculumcontent, materials, and methodswhen it comes to preparing culturally responsive
pedagogists. What can result is not a hierarchical order of the curriculum, but a cohesive and
interrelated one. This curriculum redesign can lead to more culturally responsive teaching (Delpit,
1996; Irvine, 2003). An example of this is the following study that was conducted at a private
Christian university in the Midwest. The main question was: How do selected preservice teachers
teach in a culturally responsive manner? The purpose of this study was to scaffold multiple structured
courses and field experiences so that preservice teachers, in a reading methods class, could have a
more integrative, connected learning experience in their teacher education program while working
with a culturally and linguistically diverse student population. Data were collected from five areas:
(a) autobiographical poem and cultural artifact, (b) cultural diversity awareness inventory, (c) book
discussion groups, (d) inquiry project, and (e) structured field experience. Descriptive results of the
preservice teachers in this course experiences provide the basis for the study.

Participants Came from Diverse Backgrounds

University Participants
Twenty-one females and three males were the elementary preservice teacher participants
in this study. They came from diverse backgrounds: five were from racial minority groups;
seven were international students; and nine were fiuent in languages other than English with
Spanish being the dominant one. All were junior and senior students enrolled in a National
Council for the Accreditation of Teacher Education (NCATE) accredited elementary education
program at a private Christian university in the Midwest that nationally ranks sixth for percentage
of international students. They were enrolled in the required course. Methods for Teaching
Beginning Reading, to learn the application of principles of effective instruction for early reading
acquisition. This was their first methods course in how to teach reading at the elementary level.
This semester-long course focused on balanced and explicit instructional approaches. Prior to
taking this course, all preservice teachers had previously taken courses in multicultural education
and children's literature.

86 The Negro Educational Review

 Preparing Preservice Teachers

These preservice teachers were jointly supervised by one Btack female professor and her
female bilingual graduate assistant of Japanese heritage. The professor had previously taught
culturally and linguistically diverse K-12 students in urban, suburban, and rural public schools
on the east coast and in the Midwest of the United States. The graduate assistant had mainly
taught English language learners (ELLs) in an urban public school district in the Midwest.
Thus, the total teaching experience was 25 years20 years for the professor and 5 years for the
graduate assistant.

Elementary School Participants

The selected elementary school was a public school located in Harbortown School District
(a pseudonym) in southwestern Michigan. With an enrollment of over 5,000 students, most of
these children were of Black American heritage. This urban school district was surrounded by
several rural school districts. With a preschool to fifth grade program, Waterville Elementary
(a pseudonym), a Reading First and Title One School, was housed in a former middle school
building. It had a five-year partnership with the university, mainly serving as a field site for
education majors. The 302 students enrolled in Waterville Elementary were primarily Black,
with the majority of these students coming from low-income families and qualifying for free
lunch status (only two children had the reduced lunch status at this school).

The school curriculum was aligned with state and national standards, specifically in the
areas of reading, writing, social studies, and science. Both art and music were included in the
curriculum. Waterville Elementary used Houghton Mifflin's basal reading program, other trade
books, and print resources (such as atlases, dictionaries, magazines) to support the English
language arts curriculum. This school also had an English as Second Language (ESL)
paraprofessional and four special education teachers to meet some of the needs of its diverse
learners. Furthermore, there were monthly staff meetings, biweekly collaborative instructional
planning (by grade level), and monthly parent meetings. Along with the structured field
experience, there were two after-school programs that provided academic and recreational
assistance as well as evening meals to students. Social service was offered through the ChildNet
Program which helped to maintain the health and wellness for children by focusing on nutrition,
anger management, and confiict resolution.

Overall, Waterville Elementary had the traits of a high-performing, high-poverty school

(Carter, 2000; Edmonds, 1979). Approximately 48 students from Waterville Elementary in
grades 1 through 5 were selected by their teachers to participate in the field experience because
they tested between low and intermediate levels on their state reading exam.

Structured Field Experience Offers Opportunity for

Culturally Responsive Teaching
Initially, preservice teachers met in their reading methods class three days per week. Later,
two of those days were used to fulfill the structured field experience requirement. Preservice
teachers traveled from the university, located in a rural community, to Waterville Elementary;
it was 12 miles away (one way). Transportation was provided by the university. My objective
for this structured field experience was to have preservice teachers utilize the three dimensions
of the CRT framework while teaching reading to elementary students.

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 Preparing Preservice Teachers

Pre Field: Academic Preparation

Knowledge and Self Assessments
The preservice teachers were involved in a four-week intensive preparation and planning
course before their field experience. They used Teaching Children to Read by Reutzel and
Cooter (2004) as their primary textbook for learning how to teach reading. Each week, the
preservice teachers were expected to read and complete an online self-assessment for each
assigned chapter. These self-assessments, in multiple choice and short answer format, were
graded online. They printed and brought their results to class for discussion. Later, they submitted
their self assessments for credit. Halfway through the semester, a multiple-choice test on the
textbook was given.

In addition to the textbook, the instructor also addressed culturally and linguistically diverse
issues by having the preservice teachers complete two major in-class activities. The first one,
autobiographical poem and cultural artifact, asked them to use various poetic forms to write
about their reading and cultural experiences. Class discussion focused on defining culture,
reading, and culturally responsive teaching. This assignment enabled them to comprehend the
educational and cultural forces that impact one's personal identity and literacy development
(Boutte, 2002; Schmidt, 2003). The second assignment was for preservice teachers to use the
Cultural Diversity Awareness Inventory (CDAI) and self report their own multicultural
competency (Milner, Flowers, Moore, Moore III, & Flowers, 2003). Here is where they dealt
with their own attitudes and beliefs as they related to cultural awareness and sensitivity.

Lesson Plans, Reading Assessments, and Mutticutturat Children's Literature

The preservice teachers spent considerable time on designing lesson plans, learning to use
reading assessments, and incorporating multicultural children's literature into their field
experience. First, the preservice teachers followed a format (see Appendix A) that incorporated
the four key elements to a successful reading and writing program: reading aloud (to, with, and
by), comprehension, word works, and writing (Au, 1998; Bartoli, 1995; Opitz, 1998). Second,
they learned to implement and interpret some reading assessments such as Dolch Word Lists
(Dolch, 1948), 6+1 Trait Writing (Northwest Regional Educational Laboratory, 2001), Letter
Identification, Running Record (Clay, 1993), and Retelling Rubric (Hansen, 2004). Third, the
professor taught them how to select and use multicultural children's literature in their lessons
(Harris, 1992; Kruse, Homing & Schliesman, 1997; Steiner, 2001).

Mini Lesson Opportunities

The preservice teachers were also expected to participate in micro teaching by their peers
(Lazar, 2004). Both professor and graduate assistant modeled mini lessons by using research-
based instructional strategies for the four reading elements. Then each preservice teacher signed
up for one micro teaching slot, an in-class practice teaching opportunity where each person
was responsible for developing and implementing a mini lesson that incorporates one or more
of the four reading elements. From each mini lesson taught, preservice teachers provided
handouts to be saved in their teaching resource files. During this pre field time, the future
teachers also discussed teaching and learning styles (Ladson-Billings, 2000).

During Field: Cultural Competence

After four weeks of pre field preparation, the preservice teachers began their 15-visit
structured field experience at Waterville Elementary. The university provided transportation
and some teaching materials for this field experience. To better prepare the teacher candidates
as classroom teachers of reading, each of them worked with two elementary children who were

88 The Negro Educationat Review

 Preparing Preservice Teachers

close in academic levels, but preferably from different teachers. Each session, thirty-five minutes
long, occurred twice a week outside of the classroom. The sessions were held in several available
rooms that were designated by the principal; the computer laboratory was available upon request.

The preservice teachers also participated in peer-led book discussion groups that met
biweekly during university class time (Commeyras, Bisplinghoff, & Olson, 2003). After the
instructor did book talks on five professional books that were primarily written by teachers in
urban schools (see Appendix B), the preservice teachers voted for their top three selections.
They were placed into groups based on their first or second choice. Each of the books, written
in personal narrative style, focused on teachers dealing with reading instruction for a diverse
student population. From these readings, the preservice teachers became more sociopolitically
conscious as they read, refiected and responded to diversity issues (in the context of teaching
and learning) presented by the book authors (Birchak, 1998; Freedman, 1999).

Contact with Parents and Teachers

The preservice teachers were required to send each of their students' parents or guardians
a letter or newsletter which introduced the preservice teachers and structured field experience.
A release form, on university stationery, was also attached to this letter. All parents/guardians
returned the release forms. Furthermore, the preservice teachers also included in the letter a
brief reading activity that parents and their children could do together at home. Some preservice
teachers also communicated through notes and phone calls with parents on a regular basis.
Edwards (2003) noted, "we learned from researchers that literacy is not lacking in [the homes]
of poor, minority, and immigrant families" (p. 314). As a result, the preservice teachers learned
to value the impact of parental involvement and the home materials in their children's lives
(Morrow & Young, 1997).

Furthermore, the preservice teachers met informally (in hallway conversations) with the
inservice teachers to discuss students' progress on a regular basis. Because the teacher candidates
were doing their Inquiry Project at this time, some decided to use the teachers at Waterville
Elementary. The Inquiry Project required the preservice elementary teachers to do two
observations, in different grades, during reading/language arts time at either public, private or
parochial schools. Then they were to select one teacher from the observations who had five or
more years of classroom experience to interview about literacy teaching and learning in diverse
school settings. Refiection papers were written and later shared during in-class discussions.
Furthermore, many of the preservice teachers used in their lessons some of the cultural and
literacy activities obtained from the Inquiry Project, thus developing a professional identity
and network system (Connelly & Clandinin, 1999; Freedman, 1999).

"Real" Teaching and Learning

The first few sessions involved several reading assessments (i.e., interest inventory, reading
and writing attitude surveys, 6+1 Trait Writing, and Dolch Word Lists). Once the preservice
teachers gained some knowledge of their students' academic levels, interests and attitudes,
they provided differentiated instruction (Cole, 1995; Tomlinson, 2003) for each child through
various reading and writing strategies.

On-going assessments (i.e., running records, retelling rubrics) were also administered
throughout the structured field experience, thus allowing the preservice teachers to think about
and use multiple forms of literacy assessments while discussing testing bias (Rueda & Garcia,
2003) as discovered by this preservice teacher:

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 Preparing Preservice Teachers

Reflection #5: From this experience I gather that I should never simply count on the
formalized test to reveal the thoughts and feelings, or attentiveness of a child. (CM)

Although the lessons were diverse because of the academic levels and interests of the
elementary students, the preservice teachers had to teach the four literacy elements in every
lesson as well as include children's literature. A lesson reflection was written and submitted via
email attachment within 24 hours of each lesson (see Appendix A). Each of the guided refiection
questions enabled the prospective teachers to use critical analysis to comment on their lessons
as a whole and to prepare for the next lesson (Lazar, 2004; Schon, 1983). Over the entire field
experience, the lesson reflections ranged from struggling to overcoming:
Reflection #2: This is significant because I have to limit the amount of questions I ask:
Quality over quantity. I learned the level and type of books that interest both girls, I
also learned the speed of their writing. (EV)
Refiection #4:1 am having to change my original views on the students' abilities. I
was quite impressed with , since at first I thought she couldn 't read that well. She
actually read very well for me today. Now I am thinking that needs more help in
reading, even though he writes quite well. He skipped a lot of words, even whole
pages, opting to look at the pictures instead of the words. (EF)

Refiection #8:1 have learned that some students are not familiar with certain words
that I may expect them to know. (DD)

Refiection #9: Today I had both of the kids writing; wrote her dolch word list and
wrote some letters from the alphabet. I can see improvement! When I did part of
the letter recognition test for he is getting better! I was encouraged. (KM)

Refiection #11: Overall today my lesson went pretty smooth and I believe it's a result
of me having my lesson plan right next to me to follow each step. Even though I wasn't
able to complete my lesson I realized that I was able to cover all the topics I mentioned
in my plan and was able to do the various elements and complete the oral retelling
rubric. Today's session was important because I was able to finally see the value of
using the lesson plan as a guide to finish my tasks and I helped my student learn the
elements of a story which she will need to be a better reader and writer. (CA)

Pre and post assessments were used to document student progress during the field experience
along with student work samples and teacher observations.

Refiection #14:1 have learned as a teacher that having a positive attitude and a passion
for learning will have a great impact on students' lives. My lesson plan was geared
towards strengthening the four areas of learning, reading, word-works, writing and
comprehensive, both and have worked hard and I have seen the improvement.
With love, nurture and attention, these students can turn out to be successful children
of tomorrow, because they have the potential. (EC)

Preservice teachers wrote and submitted through e-mail attachments a Student Profile
Summary (SPS) (see Appendix C) for each student. The instructor provided feedback to the
SPS drafts for each student. The SPS finals were signed by both preservice teacher and instructor
and then delivered to the principal. Although these preservice teachers had knowledge of
assessments from other educational courses, they had not written an assessment report. Therefore,

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 Preparing Preservice Teachers

this experience enabled them to analyze and document student achievement in a professional
written report (Reutzel & Cooter, 2004; Rueda & Garcia, 2003).

Debriefing Sessions
Prior to leaving the elementary school on field experience days, all of the preservice teachers
met in the school library for a debriefing session that was led by the professor and graduate
assistant. This was a 15-minute meeting that allowed preservice teachers to consciously move
from knowledge to action by addressing specific aspects of the tutoring sessions such as using
multicultural children's literature (i.e., reader response theory and selecting and analyzing
children's books for bias), dealing with student and paper management (i.e., student attendance
and available materials), evaluating lesson objectives (i.e.. Bloom's Taxonomy and state
educational standards), and dealing with a multicultural school environment (i.e., cross-cultural
communication and transient student population). It was also an opportunity to highlight various
activities that preservice teachers were doing in their lessons as in the case of this preservice
teacher:

Refiection #11: I've learned that a small amount ofpositive reinforcement goes a long
way, especially when it is specific. Instead of simply saying, "Good job," it is more
helpful to make comments such as " , you are doing a wonderful job at bringing
the words to life by reading with expression in your voice!" (LT)

These debriefing sessions enabled the preservice teachers to connect, on the spot, theory to
practice, thus integrating the classroom and field experience for better reflections and appropriate
use of teaching practices (Lazar, 2004; Opitz, 1998).

Literacy Assembly
One form of informal assessment of student achievement was the literacy assembly. The
objective here was to demonstrate to the preservice teachers how to provide opportunities for
the elementary students to showcase their reading skills (Freedman, 1999). While the assembly
was originally planned for a small audience, the principal decided to invite the entire school so
the preservice teachers, in small groups and with guidance from the instructor, learned to
coordinate a school-wide event, but this teacher candidate still wanted a more organized event:

Refiection #15: In the future I think it would be helpful to have more transparent
organization (i.e. communication with participants, a printed program). Practice
beforehand (such as pretending to hold the mike and speak clearly, etc.) would be
wonderful! An emcee could help the program progress more smoothly. Tutors might
help their students adjust the mike or hold it close enough so that they can be
understood. I think I will choose a more active, creative presentation next time, rather
than have students display their work. (JC)

The assembly performances of original written work included choral reading, shared reading,
storytelling, and individual oral reading. One preservice teacher summed up this event:

Refiection #15: Just as much as I want my students to work hard and have commitment
toward their goals, in the same turn, I need to have that same commitment toward
making sure that my students excel. (LS)

Refreshments were provided for the participating elementary students, preservice teachers,
school staff and parents.

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 Preparing Preservice Teachers

Post Field: Sociopolitical Consciousness

Rethinking the CRT Experience
During the final class session we discussed all three dimensions of CRT by returning to
two earlier assignments (autobiographical poem and the CDAI). The poems written by the
preservice teachers had been bound into a class book; each one received a copy during this
class discussion. Additionally they responded to the CDAI again.

As a way to synthesize our multicultural literacy moments in this course, the class and I
also looked at strategies to support culturally responsive teaching. Jackson (1993/1994)
highlighted seven: (a) build trust, (b) become culturally literate, (c) build a repertoire of
instructional strategies, (d) use effective questioning techniques, (e) apply effective feedback
with a degree of sensitivity, (f) analyze instructional materials for bias, and (g) establish positive
home-school relations. This rethinking discussion enabled the preservice teachers to dialogue
their connection (or lack of it) of theory to practice, especially based on the structured field
experience (Lazar, 2004).

Final Exam
The final exam enabled the preservice teachers to integrate theory and practice into a
three-to-five page paper called "My Literacy Program Paper" (see Appendix D). They had to
use content knowledge and pedagogical teaching gained from their textbook, in-class activities,
book discussions. Inquiry Project, and structured field experience to complete this written exam.
This allowed these preservice teachers to synthesize their application of content in a culturally
responsive way (Mezirow & Associates, 2000; Willis, Garcia, Barrera, & Harris, 2003).

Concluding Thoughts
Utilizing the three dimensions of the culturally responsive teaching framework in the teacher
preparation program at this Christian university came with a price (Zeichner, Melnick, & Gomez,
1996). At times, allpreservice teachers, professor and graduate assistantwere frustrated.
First, most of the preservice teachers' prior field experiences had been in private, parochial or
rural public schools; many of them also were former students in similar school settings. Second,
preservice teachers "quietly" expressed their desire to gain content knowledge and pedagogy
without dealing with diversity issues; they originally focused on the title and description of the
course, not on this structured field experience. Third, the instructor had an explicit, practical
teaching style that used problem-solving techniques in an open communication manner; some
preservice teachers had difficulty being fiexible, dealing with their own dispositions and
considering learners' backgrounds. Yet in refiecting on the data, several points were noted
throughout this urban field experience:

a. Preservice teachers learned to focus on their own attitudes and beliefs about diversity to better
understand that their views of the world are not the only views. Understanding this perspective
can better enhance their ability to become culturally competent.
b. Preservice teachers learned to use culturally responsive teaching approaches in their content
areas. Furthermore, they learned to refiect on their actions and interactions as they try to discern
the personal motivations that govern their behaviors. Understanding the factors that contribute
to certain behaviors is the first step in the change process.
c. Preservice teachers learned to understand that students are connected to a complex social and
cultural network that has infiuence on the educational growth of the students. Recognizing and
capitalizing on students' backgrounds can positively impact the learning and teaching processes.

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 Preparing Preservice Teachers

d. Preservice teachers leamed to use various pedagogical practices to support the academic and
social achievement of their students. Creating safe spaces outside the classroom for students to
showcase their works is one authentic account of such teaching approach,
e, Preservice teachers leamed to explore their participation in the educational system that can
positively or negatively impact student leaming. Having opportunities to discuss issues, in an
open and honest way, with other educators can enlighten and shape their values and instmctional
practices.
Implications
Teacher quality is still the most powerful school-related influence on children's academic
performance. As teacher education programs continue with their reform efforts to prepare highly
qualified prospective teachers, these programs need to focus on developing a systematic, cohesive
cultural responsive pedagogy throughout the entire curriculum (Smith, 1998; Yost, Forlenza-
Bailey, & Shaw, 1999), This is a difficult job when it comes to changing current attitudes and
teaching practices, especially those who have had limited interaction with culturally and
linguistically diverse student populations. However, the responsibility lies with teacher
preparation programs, Howard and Del Rosario (2000) wrote that it is essential that "teacher
educators must model a dialogue in which all participants have the opportunity to obtain the
knowledge, skills, competencies, and attitudes necessary to engage in dialogue that seeks equity
and excellence in education for all students in our increasingly global society" (p, 135), To do
so, this curriculum reform cannot be limited to one course or field experience (Larkin & Sleeter,
1995; Osajima, 1995), This curriculum reform cannot be limited to methods courses and student
teaching (Villegas & Lucas, 2002), This curriculum reform cannot only be for teacher educators
who are proponents of multicultural education (Lazar, 2004; Nieto, 1996), Therefore, the teacher
education programs must scaffold the teaching and learning moments within each course by
moving from an assignment driven to an objective driven approach (Zeichner, Melnick, &
Gomez, 1996), The objective is to prepare future teachers to integrate content in a culturally
responsive way by focusing on academic achievement, cultural competence and sociopolitical
consciousness. It is essential that preservice teachers understand their role in the global education
system by learning to create successful opportunities for all learners. What a difference this
would make for children if the preservice teachers acted upon this knowledge!

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Author's Note
I express my appreciation to the Camegie Foundation for the Advancement of Teaching
in support of this study, my undergraduate research scholar Sarah Matus, and all of the
Fall 2005 participants for allowing me to restructure one of the reform issues in teacher
preparation, especially if it means giving hope to oppressed culturally and linguistically
different students in public schools.

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 Preparing Preservice Teachers

Appendix A

Lesson Plan #

Name: Date:

Instructional Area:

Grade/Age Level: Number of Students:

Time Needed for This Lesson:

Standards: (List at least TWO of the twelve Michigan State Standards addressed by this lesson.)

Objectives: (List ONE objective for each areaRead Aloud; Word Works; Comprehension; Writing.
Write in your own words, or you may refer to the State Framework.)

Read Aloud (TOAVITH/BY children)

Word Works (phonemic awareness/phonics; vocabulary development)
Writing (writing process and mechanics)
Comprehension (text structures/connections, story elements, questioning techniques,
and literature response)

Materials Needed:

Procedure

Introduction:
Development:
Conclusion:
Evaluation:

Reinforcement Activities (Home-School Connections):

Reflection (due within 24 hours of teaching lesson):

1) What happened?
a. How did your students perform academically, socially, emotionally, etc?
b. What went well as planned? What didn't go as planned?

2) Why do I think things happened that way (cause-effect issues)?

a. What were the student-related ones (i,e,, prior knowledge; background)?
b. Teacher-related ones (i.e., planning; modeling/demonstration)?
c. Situation-related ones (i.e., time and space limitations)?

3) So what (consider multiple perspectives)?

a. Why was it significant to me?
b. What have I learned?
c. What questions remain?

4) Now what?
a. What are the implications for action (short and long term goals for both student and teacher)?

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Appendix B

Professional/Popular Readings and Peer-led Discussion Groups

Purpose
Learn to keep current in profession
Focus on literacy teaching and learning from a practical understanding (not highly theoretical)
Focus on culturally responsive teaching

Criteria for Selection of Books

Written by classroom teachers from urban, suburban and rural school districts
Written about literacy teaching and learning in diverse school settings
Focused on inspiring, bringing insight and challenging reader's thinking
Used an autobiographical/biographical style (narrative)
Under 300 pages
Published in the last ten (10) years
Available in paperback

Discussion Sessions
EACH student is to take turn doing these:
1. Introduce yourself, the title of your book and number of pages that you read by date.
2. Select one topic area (based on Cultural Diversity Awareness Inventory) and tell what you learned
so far from your book about:
Cultural Awareness
Culturally Diverse Family
Cross Cultural Communication
Regarding Assessment
Creating a Multicultural Environment in the Classroom

Other Diversity Issues

3. Be prepared for others to ask questions, make comments, etc.

Selected Book Annotations

Cordell, E.R. (2001). Education Esme: Diary of a teacher's first year. Chapel Hill, NC:
Algonquin Books.
This is the autobiographical diary of a gutsy fifth-grade teacher, Esme Raji Codell, who is so full of
a lust for teaching and a love of children, that no crumbling public school system or stagnant bureaucracy
can get in her way. Her inner-city Chicago students face intimidating odds poverty, violence, gangs,
miseducation, and a long line of adults who don't believe "these children" can ever amount to anything.
Madame Esme, however, is undaunted as she is determined to be herself and to educate her children with
every last drop of energy.

Kane, P.R. (1991). The first year of teaching: Real wortd stories from America's teachers. New York:
Walker & Company.
A collection of the best essays by educators asked to describe the trials and rewards of their first
year as teachers.

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 Preparing Preservice Teachers

Michie, G. (1999). Hotter if you hear me: The education of a teacher and his students. New York:
Teachers College Press.
Michie moved to Chicago and became a teacher in an inner city school, where he basically found
another worldnot a foreign world, as many comfortable suburbanites may think of it, but one different
in its innate toughness. There he met and was "educated" by his students as much as he helped educate
them. Michie's book is full of passionate writing about transforming a classroom of knuckleheads into
high achievers.

Paley, V.G. (1998). The girt with the brown crayon. Cambridge, MA: Harvard University Press.
Once again Vivian Paley takes us into the inquiring minds and dramatic worlds of young children
learning in the kindergarten classroom. This simple, personal tale tells a story of self-discoverythrough
the thoughts and blossoming spirit of Reeny, a little girl with a fondness for the color brown and an
astonishing sense of herself. Paley, in her final year of teaching, interweaves the themes of race, identity,
gender, and the essential human needs to create and to belong.

Parker, D. (1997). Jamie: A literacy story. York, ME: Stenhouse Publishers.

Jamie, a child with spinal muscular atrophy, was Diane Parker's student from kindergarten through
second grade in Hawaii. In those three years Jamie's school experiences and her family's growing
involvement with her learning supported the developing literacy that helped her cope with her increasingly
critical handicap. Jamie's story touches on a host of critical educational issues that include parent
involvement, inclusion, assessment, curriculum reform, equity, and justice for all learners.

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Appendix C

Student Profile Summary

Child's Name: Age: years Grade:.

School Name & Address:

University Tutor's Name: ^ Date_

Description of Learner (Who is this child?)

Results of Initial Assessments (Weeks 1 & 2)

Results of Ongoing Assessments (Weeks 3-8)

Results of Final Assessments (Week 9)

Overall Results and Recommendations

This profile has been compiled and reviewed under the supervision of course instructor.

University Tutor's Signature: Date_

Instructor's Signature: Date_

Logistics
Use Times New Roman (12 pt.)
Have a team member review SPS before submitting to instructor
Drafts (double spaced) are due to instructors: October 14 & November 11
Final (single spaced) is due to instructor: December 5

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Appendix D

RUBRIC
My Literacy Program Paper

Name Date.

Points

Required Elements Weight Rating** Earned Possible

Beliefs & values (your set of values related to life & learning) 2 10

Literacy learning principles 2 10

Balanced development of physical, mental, spiritual and social

aspects of each person 2 10

Ways children acquire literacy 2 10

Children's ability to become literate 2 10

How children should or do use literacy 1 5

Creating a respectful classroom environment for literacy 2 10

Methods, materials, grouping, scheduling, and management of

behavior and classroom setup 2 10

Involving parents and community in a literacy program. 2 10

Your plan to communicate stands on literacy issues. 1 5

Match between stated beliefs and values and the practical

application described in your program. 2 10

TOTALS 20 100

Percent

**Rating Scale 1 = Unsatisfactory attempt

4-5 = Proficient - Integrates task's parts or
0 = Not addressed
synthesizes knowledge. Integrates multiple
aspects of professional practice. Consistently
appropriate application of skill.
3= Progressing - Pulls together several aspects of
task, not integrated
2= Emerging - Limited or rote level
Focuses on one element of task or concept

100 The Negro Educational Review