Developing a Lasallian Inspired Practice: Tools for Faculty Development

Karen A. Sorvaag, Scott H. Sorvaag, Melissa Luedtke, Roger Peckover

ABSTRACT

The project considered discussion points from two years of a Lasallian Pedagogy study group (2010-2012), the writings of The Christian Brothers, faculty and organizational development processes from SMU faculty research conducted in the San Miguel Schools (Peckover, 2004; 2005; 2006a; 2006b; 2006c; 2010; 2013), and from the educational research literature underpinning the National Board of Teaching’s Best Practices Standards. The goal was to create two practical tools for reflection on practice, wedding core Lasallian values and practices with current educational research on best teaching practices. As a result of the project, a Faculty Planning and Reflection Guide was created that any new or existing faculty member in P12 and higher education could use. It is designed to help the faculty member consider important questions in how they are meeting the needs of learners using Lasallian inspired pedagogy embedded in a best practices teaching framework. In addition, a second tool, the Formal Class Observation Guide was created considering the same tenets. The formal observation guide serves colleagues, administrators, or other mentors in focusing their coaching development of the teaching qualities that a faculty member has been intentionally developing in an ongoing faculty development process.

KEYWORDS

Instructional pedagogy; Lasallian; Lasallian pedagogy; Scholarship of teaching and learning;

FULL TEXT

Developing a Lasallian Inspired Practice: Tools for Faculty Development

REFERENCES

Selected Lasallian/Catholic Bibliography

Brother Superior General John Johnston and the members of the General Council. (1997). The Lasallian mission of human and Christian education.

De La Salle, J. B. (1996). The conduct of Christian schools. Translated by F. De La Fontainerie and Richard Arneandez, FSC. Edited with notes by William Mann, FSC. Landover, MD: Christian Brothers Publications.

Franz, C., Ed. (2006). Reflections on Lasallian higher education: Current opportunities and future visions. Winona, MN: Saint Mary’s Press.

Heritage Discussion Group. (2010). Lasallian pedagogy, Sorvaag, S. & Sorvaag, K. (discussion leaders). Saint Mary’s University of Minnesota.

Himes, M. (1995). Living conversation (agape). Conversation on Jesuit Higher Education, Fall, 21-27.

Johnston, J., FSC, & Members of the General Council of the Christian Brothers. (1997). The Lasallian mission of human and Christian education. Landover, MD: Christian Brothers Publications.

Rummery, G. (1987). The Lasallian teacher. Keynote Address, Huether Workshop, November 19-22, Chicago, IL.

Salm, L., FSC. (1996). The work is yours: The life of Saint John Baptist de La Salle. Landover, MD: Christian Brothers Publications.

Van Grieken, G. V. FSC. (2002). Touching the hearts of students: Characteristics of Lasallian schools. Landover, MD: Christian Brothers Publications.

Lauraire, L. FSC. (2004). Conduct of schools: An overall plan of human and Christian education. Rome, Italy: Brothers of the Christian Schools.

Selected Lasallian Teaching Related Research Bibliography from the Authors

Peckover, R. (2004). Inquiry into A.G.A.P.E. in Action: The San Miguel Schools Study. Research report presented to the Lasallian Association of Miguel Schools.

Peckover, R. (2004). “Facilitating Development of Constructivist Teacher Leadership: Transforming Teacher Understanding of Self as Inquirer and Collaborator.” Paper presented at the 2004 Annual Meeting of The American Educational Research Association, San Diego, California, April, 2004.

Peckover, R. (2005). Inquiry into A.G.A.P.E. in Action: The Minneapolis San Miguel Schools Study. Research report presented to the San Miguel School of Minneapolis.

Peckover, R. (2006a). Preparing at-risk learners to be stewards of community: Putting the spirit and research of “agape′” to generative use. Paper presented at the Annual Meeting of the American Educational Research Association.

Peckover, R. (2006b). Transforming urban student and organizational learning: Principles at work in the Lasallian Association of San Miguel Schools. Paper presented at the 2006 National Urban Alliance Conference, Minneapolis, Minnesota.

Peckover, R. (2006c). A.G.A.P.E.: Grounding Lasallian Principles in Research to Inform Learning Communities in Action. Keynote paper presented in Cuernavaca, Mexico at the 2006 Annual Meeting of the International Association of Lasallian Universities, October 2006.

Peckover, R. (2010). Teacher Development with the Spirit-in-Mind: Building A.G.A.P.E′. into Professional Communities of Practice. Paper presented at the 2010 Annual AERA Meeting in Denver, CO.

Peckover, R., (2013). Saint Mary’s University of MN. (2013). Principles of Best Teaching Practice. Center of Excellence for Learning and Teaching. Peckover, R. (contact). https://sites.google.com/a/smumn.edu/celt/teaching-practices/ideal-principles-of-best-teaching-for-learning-practices

Saint Mary’s University of MN, School of Education. (2013). Learner Centered Instruction Model. (In house document, Sorvaag, K. contact).

Selected Bibliography of Educational Research on Underpinning Best Teaching Practices Standards 1-5

Abbott, J. (May 1995). Children Need Communities. Educational Leadership.

Adams, J. R. & Berzonsky, M. D., (eds.). (2003). Blackwell handbook of adolescence. Malden, MA: Blackwell Pub.

Argyris, C. (1990). Overcoming organizational defenses: Facilitating organizational learning. Boston: Allyn & Bacon.

Aronson, J. (ed.). (2002). Improving academic achievement: Psychological factors on education. Boston: Academic Press.

Bain, K. (2012). What the Best College Students Do. Cambridge, MA: Belknap Press of Harvard University Press.

Banks, C. A. & Banks, J. A. (1995). Equity pedagogy: An essential component of multicultural education. Theory into Practice, 34(3), 152-158.

Barth, R. (2001). Learning by heart. San Francisco, CA: Jossey Bass.

Benson, P.L., Leffert, N. Scales, P. C. & Blyth, D. A. (1998). Beyond the “village” rhetoric: Creating healthy communities for children and adolescents. Applied Developmental Science, 2, 138-159.

Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.

Bereiter, C. & Scardamalia, M. (2003). Unravelling basic components and dimensions of powerful learning environments. In E. De Corte, L. Verschaffel, N. Entwistle, & J. van Merriënboer (Eds.), EARLI Advances in Learning and Instruction Series.

Carnegie Council on Adolescent Development. (1989). Turning points: Preparing American youth for the 21st Century. Washington, D.C.: Carnegie Council on Adolescent Development.

Chickering, A., Dalton, J. C., and Stamm L. (2006). Encouraging authenticity and spirituality in higher education. San Francisco: Wiley and Sons.

Clandinin, D. J., & Connolly, F. M. (2000). Narrative inquiry. New York: Wiley, Johns & Sons, Inc.

Crawford, J. (2005). Spiritually engaged knowledge: The attentive heart. Burlington, VT: Ashgate.

Eisler, R. (2000). Tomorrow’s children: A blueprint for partnership education in the 21st Century. Oxford, England: Westview Press.

Eisler, R. (2005). Holistic learning and spirituality in education: Breaking new ground. Albany, NY: State University Press.

Fosnot, C. (1996). Constructivism: theory, perspectives, and practice. New York: Teachers College Press.

Fox, M. (2004). Creativity. San Francisco: Harper.

Fullan, M. (2001). The new meaning of change. New York: Teachers College Press.

Gadamar, H. (1975). Truth and Method. London: Sheed & Ward.

Gilligan, C. (1982). In a different voice. Cambridge, MA: Harvard University Press.

Hargreaves, A. (2001). Learning to Change: Teaching beyond subjects and standards. San Francisco: Jossey-Bass.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Heron, J. (1998). Sacred science: Person-centered inquiry into the spiritual and the subtle. Llangarron, UK: PCCS Books.

Heron, J. (2003). Co-operative inquiry. Thousand Oaks, CA: Sage.

Johnson, D. & Johnson, R. (1994). Learning alone and together. Boston: Allyn and Bacon.

Keig, L. & Waggoner, M.D. (1994). Collaborative peer review: The role of faculty in improving college teaching. ASHE-ERIC Higher Education Report No. 2. Washington, DC: The George Washington University, School of Education and Human Development.

Kessler, R. (2000). The soul of education: Helping students find connection, compassion, and character at school. Alexandria, VA: ASCD.

Kohlberg, L. (1981). The philosophy of moral development: Essays on moral development. San Francisco: Harper and Row.

Kohlberg, L. (1984). The psychology of moral development: The nature and validity of moral stages. Cambridge: Harper and Row.

Lantieri, L. (2004). Sustaining the soul that serves: Healing from within. Reclaiming Children and Youth, 13(2), 120-125.

Lincoln, Y. S. and Guba, E. G. (2005). Naturalistic inquiry. Newbury Park, CA: Sage Publications.

Loughran, J. & Northfield, J. (1998). A Framework for the development of self-study practice. In Hamilton, M. L. (Ed.) Reconceptualizing teaching practice: Self-study in teacher education. London: Falmer Press.

McAdams, D. P., Hart, H. M. Maruna, S. (1998). The anatomy of generativity. In McAdams, D. P. and de St. Aubin, E. (Eds.). Generativity and adult development: How and why we care for the next generation. Washington, D.C.: American Psychological Association.

Noddings, N. (1984). Caring: A feminine approach to ethics and moral leadership. Berkley: University of California Press.

Noddings, N. (1992). The challenge to care in schools. New York: Teachers College Press.

Noddings, N. (2004). No education without relation: (counterpoints: Studies in postmodern theory of education. London: Peter Lang.

Palmer, Parker J. (2004). A hidden wholeness: The journey toward an undivided life. San Francisco: Jossey-Bass.

Palmer, P. & Zajonc, A. (2010). The heart of higher education: A call to renewal. San Francisco, CA: Jossey-Bass.

Piaget, J. (1970). Structuralism. New York: Harper and Row.

Piaget, J. (1972). Biology and knowledge. Chicago: University of Chicago Press.

Pinnegar, S. (1998). Methodological perspectives. In Hamilton, M. L. (ed.). Reconceptualizing teaching practice: Self-study in teacher education. London: Falmer Press.

Pruitt, B. (2007). The generative change community. Reflections, 8(2), 1-5.

Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.

Sagor, R. (2000). Guiding school improvement with action research. Alexandria, VA: ASCD.

Samaras, A. P., Freese, A.R. (2006). Self-Study of teaching practices. New York: Peter Lang.

Senge, P. et al. (2000). Schools That Learn. New York: Doubleday.

Senge, P. & Scharmer C. O. (2008). Presence: Human purpose and the field of the future. New York: Doubleday.

Smith, H. A. (1998). Self-study and the development of collective knowledge. In Hamilton, M. L. (ed.) Reconceptualizing teaching practice: Self-study in teacher education. London: Falmer Press.

Tomlinson, C. A. (2002, September). Invitations to learn. Educational Leadership 60:1. ASCD.

Uhl, C. with Stuchul, D. L. (2011). Teaching as if life matters: The promise of a new education culture. Baltimore, MD: The Johns Hopkins University Press.

Vygotsky, L. S. (1978). Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York: Cambridge Press.

Wenger, E., McDermott, R., Snyder, W. (2004). Cultivating communities of practice. Boston: Harvard Business School Press.

Wheatley, M. J. (1999). Leadership and the new science. San Francisco, CA: Berrett-Koehler Publishers.

Wheatley, M. J. (2002). Turning to one another: Simple conversations to restore hope to the future. San Francisco, CA: Berrett-Koehler Publishers.

Wheatley, M. (2006). Relationships: The basic building blocks of life. Writings: http://www.margaretwheatley.com/articles/relationships.html

Zohar, D. & Marshall I. (2001). Spiritual intelligence. London: Bloomsbury.