EQUITY, DIVERSITY, AND DESIGN PRINCIPLES (HTH 205)
Description: "This course explores the implications of culture—particularly the relation between “home culture” and “school culture”—for teaching and learning. Participants consider their own backgrounds as well as the background experiences, values, and languages of diverse student groups. They discuss and apply structural and pedagogical approaches that provide both access and challenge for diverse learners. They examine the High Tech High design principles against the backdrop of inequitable academic outcomes in American schools. In particular, the course will focus on how teacher and student expectations affect student achievement, for better or worse. Each participant will generate a final product describing concrete steps they are taking to further the equity work happening in their school community and explaining their emerging understanding of equity and how they will continue to push themselves in this work."
Inquiry into Practice II: Iterative Learning Cycles to Guide Improvement (hth 305)
Description: "Working from their Theory of Action, students engage in iterative cycles of reflective learning using Plan Do Study Act cycles to guide improvement at their site. In this course, students are supported in designing both qualitative and quantitative data collection tools, such as field notes, exit cards, interviews, surveys, focus groups, student work samples, etc. Students learn techniques for data analysis to inform evidence-based decision-making throughout the project. Students will a) identify or develop measurement tools that allow them to gather baseline data; b) undertake “Plan-Do-Study-Act” cycles; and c) identify preliminary findings and/or learnings which emerge from this process. In addition, students will return to the relevant research literature in order to strategically inform their learning cycles. Students will document their learning cycles, methods, and evolving findings in an expanded and comprehensive Learning Journey 2.0 and share their learnings in a final Improvement Review with their advisor and graduate committee."