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SIMON FRASER UNIVERSITY FACULTY OF EDUCATION
PROFESSIONAL DEVELOPMENT PROGRAM : SPRING SEMESTER, 1981
Promoting Language Across the Curriculum in the Elementary School (PLACES) Module
INTRODUCTION
The Promoting Language Across the Curriculum iniementary School (PLACES)
module is a new, experimental module of the Professional Development Program.
It forms part of the Professional Development Program's Spring 1981 offerings of
special alternative programs. PLACES' goals and objectives are the same as those
of the normal program,but there are some differences of procedure which character-
ize the module. These differences are highlighted below.
DESCRIPTION OF THE PLACES MODULE
1.
The module will comprise of some 20 - 24 students entering their one year
Professional Development Program, and a team of teachers and administrators
drawn from 3 elementary schools in one school district (preferably, for i'eaaons
alluded to below, the Vancouver School District #39).
This total team will work together to relate educational theory and practice
in an extended semester-long experience (Education 401 and 402).
SFU Instructional Team
Pat Holborn, Christine Miller,
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Thora Lee Nomm and Meguido Zola form the
core of the instructional team. They share all instructional functions among
them; however, the first three also have particular
responsibility for the
day-to-day supervision of a set number of students assigned to them.
The core team has access to a wide array of resource people drawn from the
Faculty.
The core team is supported by a team of Program Coordinators ?Joan Collins,
Marsha Barry and, perhaps, a Field Coordinator responsible for placements, etc.
School District Personnel
The staffs of three elementary schools in Vancouver School District with, more
particularly, a group of 3 - 4 teachers and their principal, will form the
team of School District personnel.
This team will be supported by a liaison person from the Vancouver School
District, most preferably Dr. John Wormsbecker, Assistant Superintendent of
Schools.
2.
The PLACES module will operate so that the 20 - 24 student teachers are
equally distributed among the 3 elementary schools with one Faculty Associate
(Pat Holborn, Christine Miller, and Thora Lee Nomm assigned to each school
and the Faculty Advisor (Meguido Zola) assigned to all schools. Within each
lop
school, staff would serve as the support unit for 6 — 8 student teachers,
who would be assigned in pairs to a School Associate for the whole semester.
It is hoped that all staff members would in some way contribute to student
teachers' professional development, according to interests and
expertise;
thus, in
some cases, more than 3 to 4 School Associates might
be ivolved
in the program within a school, at different times, and in differing degrees.
The
Faculty-Associate
resident in each school would be readily
available.to
facilitate
counnunication,
to serve as resource person to the staff 'as well
as students,and to coordinate student teachers' experiences, at the school
as
1 also
across the Module, etc.
3.
The program will comprise both study of theory (i.e., a 402 component)atd
.
a
teaching practicum (i.e., a 401 component).
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Instruction in
theory will be closely integrated with teaching
ptactic ?
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throughout.the 13 week-long semester, as well as closely
related'.to .studtt-
teachers' actual experiences in the school practicum.
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The 402 component will include seminars, workshops, and readings planned.by.'
the Faculty Associate in consultation with the atudeits and the.
gchool'etaff.
It will be carried out mainly in the school setting, with
Strong'contribi*ions"..
from (and to) the School Associates and other members of the
hoetjng scIool's
staff.
At times,,students from all three module schools will ;ork-togetherSand on
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some pre-designated days students will
meet on campus with other 4bI-40
modules. A detailed timetable will be provided to pqnsor .échpol&'jn..the, :•
module prior to the start of the program.
4.
The 402 component of the program will emphasize instructi.on
.
Lu
generic teaching
skills, that
is,
instruction whose objectives are met, in the 'noina1,'
program,
through Faculty Associate seminars, Study Groups and Theme Days. .
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That part of the 402 component which, in the 'normal' program,
addresses
instruction in
curriculum, will focus on curriculum with special reference
to the place of language across the curriculum and the
integration-of
the
language arts through the elementary school
curriculthfl.
This
gives recognition
to the fact that language i
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elementary schoolterm
allocated to its direct I struction. This also recognizes the usefulness .'
of employing one subject of the curriculum as an integrator of
all
subject
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matter. And finally, this recognizes the particular expertise of the SPU
instructional teamand makes use of an opportunity to' serve the expressed
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philosophy and
1nservice
education needs of a school district viz., Vancouver
School District's desire to continue to 'build unity into language
development'
as well as, specifically, to continue the Project
BM.I.L.D..emplidpip.
CRITERIA FOR SCHOOL PARTICIPATION
The following are suggested as useful criteria to e4s1r.e . the success, of .a
cooperative university-school program such as the PLACE
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1 A supportive school administrator and staff who subscribe to the notion
of a school-based teacher education program,
an4 bo are willing to
host,
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v,,rI"nttbnq*Aflsffl r
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and integrate
within their teaching staffa small number of student
teachers together with a SF13 Faculty Associate..
Availability
of some
teacher release time (e.g.,
in
the form of spares)would be
a
help but
is not necessary.
2.
School Associates who are willing to share their classes with, and to
work closely together with, student teachers and a faculty associate,
bearing in mind that the welfare of pupils is always paramount.,
3.
A school philosophy that is committed to and emphasizes:
* a .hild-centred education and environment.
* recognition, acceptance,and valuing of
individual djffeences,
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*'pupil responsibility, choice, and self-diretión in pursuing
their learning
* the teaching of thinking, problem-solving
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aud creativity
4.
A commitment to the Vancouver School District Project B.U.I.L.D.. and
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to the philosophy of integrating the language arts through the
curriculum.
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A space available within the school to accomodate small-group
seminaze
and, in the case of one of the 3 schools, a space :to accomod.ate. 9cme •.
25 people
BENEFITS TO
A
SCHOOL STAFF
There are some obvious benefits that will accrue to a.
-
school staff who.
participate In
the PlACES module. Thee, benefits are highlighted, below:.
1.
An opportunity to participate in a teacher education program and to
work closely together
wit
h
oti k er
professionals to
develop: future meaber8.
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of one's profession e.g. ,E!ng of responsibilities
for..teacber education
with Faculty Associates, !nput into form and content of both
theoretical .
•
andpractical aspects of teacher education, etc..:
2.
Close professional contact with a university
)
and access to
university
resources with opportunity for staff and/or
individual professional,. .
development (e.g.,
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t
p
iv
c
/,. seminars and workshops, Directed
Studies,
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etc.) For the School Associate an obvious benefit is the'firs
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training in, and experience of, supervision and evaluation
methods.
and
techniques
3.
Continuous support to School Associatefrom a
resident
Faculty
Associate;
assistance in
developing curriculum and integrating
language
arts. through
the curriculum, possible release time for
School Associates to pursue
their
own
learning; liaison with their teachers through the iduif, ...
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