EDUC 497I Undergraduate (3 credits)EDUC 497IHH Undergraduate Honors (4 credits)EDUC 597R Graduate (3 credits)
TEAMS weekly class meets Tuesdays, 4-6:30 p.m.Tutoring totals 36 hours throughout the semester (4 hours/week) as scheduled by instructor arrangement.
Robert W. Maloy (rwm@educ.umass.edu)Sharon A. Edwards (sedwards@educ.umass.edu)
TEAMS/Tutoring in Schools is a service learning and community engagement project whose goal is to promote improved learning for students in K-12 schools and alternative education programs. TEAMS is designed to provide future teachers with opportunities to become involved with and understand how culturally and linguistically diverse students can learn and succeed in school.

TEAMS/Tutoring in Schools has three course objectives:

  • Providing academic tutoring and mentoring to elementary, middle, and high school-age students so that they can fully realize their potentials and intelligences.
  • Thinking reflectively about school experiences while exploring issues of class, race, gender, language, identity, and curriculum and how these impact student learning.
  • Envisioning and supporting educational equity and success for culturally and linguistically diverse students.

TEAMS Tutors are placed in elementary, middle, and high schools as well as in alternative education settings throughout the Connecticut River Valley during the school day and in after-school programs. Tutors work in urban, suburban, and rural communities.
Work Study Students: TEAMS places tutors in elementary and middle schools in partnership with the Five College America Reads/Counts program.
In order to provide meaningful service to the community and to make classroom discussions authentic for college students, each TEAMS tutor engages in a total of 40 hours of tutoring throughout the semester—four to five hours each week at their school site. In addition, tutors meet every Tuesday afternoon in a 2 ½ hour workshop to discuss key issues in education, participate in experiences about topics including identity formation, gender in the classroom, race and racism in schooling, testing and tracking, multicultural schools, and effective tutoring strategies and scenarios, and utilize technology for learning.
The combination of in-class learning, personal reflection, and engagement with children, adolescents, and adults makes TEAMS a different experience. Some students continue to tutor beyond the semester, and/or return to TEAMS as project leaders in other semesters. Robert Maloy and Sharon Edwards are the Faculty Directors of TEAMS. The TEAMS office is in Room W 227, Furcolo Building. Robert's email is rwm@educ.umass.edu and Sharon's is sedwards@educ.umass.edu.
COURSE SCHEDULE: Tuesday classes meet 4 to 6:30 pm in Integrated Learning Center N101 or N111. Additionally tutors establish a regularly scheduled weekly tutoring time of 4 to 5 hours in one or two of the school sites served by the project.

Access weekly assignments at the wiki homepage.

Seminar Topic and Date
Tuesday January 23
Class 1
Tutoring in TEAMS
Tuesday January 30
Class 2
Multiple Intelligences and How Mindsets
Impact Student Learning
Tuesday February 6
Class 3
Digital Connections for Learning
Tuesday February 13
Class 4
Tutoring Readers
Tuesday February 20
Class 5
Tutoring Math


Tuesday February 27
Class 6
Tutoring Writing
Tuesday March 6
Class 7
English Language Learners
Tuesday March 20
Class 8
Special Education and Universal Design for Learning
Tuesday March 27
Class 9
Whose History/Whose Science
Tuesday April 3
Class 10
LGBTQ and Bullying
Tuesday April 17
No class MONDAY Schedule



Tuesday April 10
Class 11
Impacts of Poverty on Learning






Tuesday April 24
Class 12
Race and Schools
Tuesday May 1
Class 13
Envisioning Multicultural Schools

READINGS: Discussions about topics of class, race, gender, language, abilities, identity, learning and teaching are integral parts of the TEAMS experiences. The course has no textbook. It has a tech-book instead, a free online public wiki with a page of resources for each week's class workshops. The readings are the assignment and the assignment is completed prior to each week's class.The wiki can be found at teams-tutoringinschools.wikispaces.com/


Weekly Tutoring Time Sheet


TUTORING HOURS: During the semester, you are expected to complete 36 hours of tutoring in schools on a consistent weekly schedule so students and teachers can depend on your assistance. Students in TEAMS tutor one, two, or three times a week. A consistent tutoring schedule is essential to building relationships with children or adolescents and enables you to become a valued member of a school classroom. Both the schools where you are working and TEAMS require documentation of every hour you tutor. Your responsibility is to ensure hours are recorded accurately and at each tutoring session to request a teacher’s signature on the time sheet.
  • Hours tutored in America Reads/America Counts can be counted as work study.
    • Community service in Big Brother, Big Sister can be counted toward tutoring hours.

ASSIGNMENT/ TUTORING CONNECTIONS: Reflection is an essential aspect of tutoring and of community service. You will be asked to write a weekly assignment in which you express ideas and feelings that are prompted by your tutoring experience, by the weekly course readings, and by your knowledge of yourself as a learner.
CLASS ATTENDANCE AND PARTICIPATION: Attendance at the weekly seminar from 4 to 6:30 and participation in every class is required for successful completion of this course. You may miss one excused class, however anything beyond that must be discussed before or after the absence and you must make up missed class time with comparable work that you negotiate with either class instructor, Sharon Edwards or Bob Maloy.
ASSESSMENT: TEAMS is a community service-learning course, therefore much of your learning comes from experiences beyond as well as within the University classroom. In TEAMS, students:
  • Tutor 36 hours throughout the semester on a consistent weekly schedule.
    Call or email to alert the teacher prior to any absence--as soon as you know you will be out.
  • Attend end of class site meetings weekly, beginning to end unless alternatives are prearranged.
  • Submit a weekly assignment in class each week. CONNECT IDEAS FROM THE ASSIGNMENTS WITH TUTORING EXPERIENCES IN PREPARATION FOR PARTICIPATION IN SITE DISCUSSIONS.
  • Participate actively by posing questions, stating ideas and opinions, and readily joining class activities, discussions and site meetings without the distraction of checking a smartphone and texting throughout class.

Site coordinators and instructors assess student performance in the course using assessment criteria measured by the TEAMS Tutor Performance Rubrics. Robert W. Maloy and Sharon A. Edwards are responsible for final grades.

COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK: Education 497I/597R incorporate the five elements of the School of Education’s Conceptual Framework as follows:
  • Collaboration -- Educators recognize the imperative of collaboration - that we cannot achieve our vision for student learning as independent actors working in isolation. Educators exhibit attitudes, dispositions, and behaviors consistent with a collaborative approach to professional practice, as opposed to an individualistic or competitive approach to professional practice.

  • Reflective Practice -- Educators recognize the imperative of reflective practice – that to transform the status quo we must be willing to consistently examine and transform assumptions about professional practice. Educators exhibit attitudes, dispositions, and behaviors consistent with a reflective approach to professional practice that allows them to adapt practices based on considered reflection.

  • Multiple Ways of Knowing -- Educators recognize the imperative of multiple ways of knowing – that to create communities of practice, we must respect the perspectives of different stakeholders. In a spirit of inquiry, educators reflect on and challenge their own perspectives and beliefs and maintain a professional awareness of the influences that their perspectives may have in educational settings.

  • Social Justice -- Educators recognize the imperative of social justice – that we cannot achieve our vision of excellence and equity in education for all students without knowledge of and attention to the student’s social, cultural, developmental, and personal context. Educators exhibit attitudes, dispositions, and behaviors consistent with promoting social justice that allow them to adopt practices that create and advance equitable conditions in which all students can learn.

  • Evidence-Based Practice -- Educators recognize the imperative of evidence-based practices that promote student engagement, achievement and performance. In so doing the candidate will be able to: 1) gather and/or examine multiple sources of evidence, 2) determine the credibility, reliability and validity of the evidence, 3) synthesize and draw conclusions from evidence, and 4) use the evidence to modify professional practices that result in increased PK12 student learning outcomes.


DISABILITY ACCOMMODATIONS. The University of Massachusetts Amherst is committed to providing an equal educational opportunity for all students. If you have a documented physical, psychological, or learning disability on file with Disability Services (DS), Learning Disabilities Support Services (LDSS), or Psychological Disabilities Services (PDS), you may be eligible for reasonable academic accommodations to help you succeed in this course. If you have a documented disability that requires an accommodation, please notify Robert and Sharon within the first two weeks of the semester so that we may make appropriate arrangements.
ACADEMIC DISHONESTY STATEMENT. Academic dishonesty is prohibited in all programs of the University. Academic dishonesty includes but is not limited to: cheating, fabrication, plagiarism, and facilitating dishonesty. Appropriate sanctions may be imposed on any student who has committed an act of academic dishonesty. Since students are expected to be familiar with this policy and the commonly accepted standards of academic integrity, ignorance of such standards is not normally sufficient evidence of lack of intent. For more information log on to: http://www.umass.edu/dean_students/code_conduct/acad_honest.htm

Grading in TEAMS is based on individual performance—not a rank-ordered curve. As part of the grading process, Tutor Performance Rubrics are used to evaluate individual work on course assignments and participation and tutoring responsibilities.Rubrics are alternative assessment tools that establish known-in-advance criteria to assess student performance, describe the differing degrees of accomplishment needed to meet those criteria, and allow students and teachers to discuss areas where complete reflection has been done or possible improvement is needed. Rubrics give tutors a framework for how progress in tutoring and participation in seminars will be evaluated in the course grading process.

TUTOR PERFORMANCE RUBRICS

Class Attendance and Participation
  • Tardy minutes or leaving class early add up and are reflected in the final grade.
  • Unless excused by a course instructor, a missed class lowers a grade. If a student wishes to make up the class, and the instructor is willing to do so, plans are made in a conversation or a meeting.

  • Attends every class beginning to end;
  • Participates in all class activities with focus and evidence of a disposition for learning shown by curiosity and open mindedness;
  • Participates in all group discussions and experiences asking questions, stating comments and ideas, taking initiative to do so; Engages in class without consulting a smartphone for texting or checking emails during class;
  • Submits all completed weekly assignments on time.
  • Attends classes beginning to end with one excused absence;
  • Participates in all class activities with focus and evidence of a disposition for learning shown by curiosity and open mindedness;
  • Participates in all group discussions and experiences asking questions, stating comments and ideas and taking initiative to do so;
  • Submits all completed weekly assignments, either on time or by arrangement w/instructor for extended time;
  • Makes up missed class time in a plan made with the course instructors.
  • Attends 11 or fewer classes or attends classes not from beginning to end;
  • Participates in self-selected but not all class activities with minimal focus or no disposition for learning shown by curiosity and open mindedness;
  • Participates minimally in group discussions and experiences, asking questions, stating comments and ideas when called upon to do so;
  • Submits completed or incomplete weekly assignments not on time; does not revise question responses as requested within a week;
  • Makes up some but not all missed class time in a plan made with the course instructors.
  • Attends 10 or fewer classes or attends classes not from beginning to end;
  • Participates in class activities without focus or without evidence of a disposition for learning shown by curiosity and open mindedness;
  • Participates in group discussions only when called upon;
  • Submits incomplete weekly assignments; does not revise question responses as requested in a week;
  • Does not make up missed classes in plans made with the course instructors.

8

6

4

0



Tutoring in Schools
  • Once an in-school schedule is established, tutors arrive at weekly tutoring appointments on time, in appropriate dress and tutor while at the school.
  • When an absence occurs, planned or unavoidable, before tutoring hours begin, tutors call the school office to send the message to the teacher and email to inform the teacher(s).
  • CORI process completed within two weeks of first class attended; tutoring begun immediately;
  • tutors 40 hours on a regular consistent tutoring schedule; notifies teachers ahead of time re: absences or changes to schedule;
  • Attends to the students by talking, utilizing multiple intelligence strategies for learning, supporting success by pointing out effort and mistakes as teaching tools to create a growth mindset;
  • Tutoring hours recorded weekly in logs signed by teacher/supervisor.
  • CORI process not completed within two weeks of first class attended; does not begin tutoring right away;
  • tutors 40 hours on a regular consistent tutoring schedule; notifies teachers ahead of time re: absences or changes to schedule;
  • Attends to the students by talking, utilizing multiple intelligence strategies for learning, supporting success by pointing out effort and mistakes as teaching tools to create a growth mindset;
  • Tutoring hours recorded weekly in logs signed by teacher/supervisor.
  • CORI process completed as assigned or not; tutoring begun right away or not;
  • 40 tutoring hours not done on a regular and consistent tutoring schedule; teachers not notified ahead of time re: absences or changes to schedule;
  • Inconsistently attends to the students by talking, utilizing multiple intelligence strategies for learning, supporting success by pointing out effort and mistakes as teaching tools to create a growth mindset to the students;
  • Tutoring hours recorded weekly logs without teacher/supervisor signatures each week.
  • CORI process not completed within two weeks of first class attended; tutoring not begun immediately;
  • 40 tutoring hours not done on a regular and consistent tutoring schedule; teachers not notified about absences or changes to schedule;
  • Inconsistently attends to students through talking, utilizing multiple intelligence strategies for learning, supporting success by pointing out effort and mistakes as teaching tools to create a growth mindset;
  • Tutoring hours unrecorded or sporadically recorded on weekly logs without weekly teacher signatures.

8

6

4

0



Weekly Assignments/ Reflection Papers
  • Students earning below 8 on assignments are not achieving a level of work consistent with the expectations of TEAMS participants to earn an A or A- as a final grade.
  • Revisions are requested and if submitted within a week with further reflection and learning demonstrated, will change the original grade of the assignment.
  • Weekly assignment responses reflect and connect key topics with tutoring experiences.
  • All questions are fully answered; all parts of the assignment are complete.
  • Assignments submitted in class weekly.
  • Revision requests done within a week and submitted before or w/next assignment.
  • Weekly assignment responses reflect and connect some key topics with tutoring experiences.
  • All questions are not fully answered; all parts of the assignment are not completed.
  • Assignments submitted in class weekly.
  • Revision requests not done within a week and submitted before or w/next assignment.
  • Weekly assignment responses reflect and connect some but not all key topics with tutoring experiences.
  • All questions are not answered; all parts of the assignment are not completed.
  • Assignments are not submitted in class weekly.
  • Revision requests are not completed and submitted within one week of due date or by alternately planned dates.
  • Weekly assignment responses do not reflect and connect key topics with tutoring experiences.
  • All questions are not answered; all parts of the assignment are not completed.
  • Assignments are not submitted in class weekly.
  • Revision requests are not completed and submitted within one week of due date or by alternately planned dates.

8

6

4

0


EDUCATION 497IHH FOURTH CREDIT OPTION
Available to undergraduate students enrolled in Education 497I.

To earn this honors credit, students tutor in classrooms 30 hours in addition to the 36 required for the 3 credit course or they engage in a project by assisting a student organization at a school or an after-school club, or by exploring new uses of technology in the classroom with students.



EDUCATION 597R Site Coordinating
Undergraduate Leadership in Tutoring in Schools

Required Book: How to Talk so Kids Can Learn at Home and In School. Adele Faber & Elaine Mazlish. Scribner, 1995

Undergraduates who have tutored in TEAMS may be invited to return as Site Coordinators for a semester.

Earning the three credits for this experience requires that undergraduate students engage in all aspects of the weekly activities of the course. With course instructors site coordinators plan, teach, and assess learning and compose weekly written reflections describing knowledge and insights gained from the pedagogical practices and choices of materials and methods for instruction.

  • Required attendance in meetings and weekly classes:

  • 1.5 hrs, at Monday's planning; Tuesday, teaching 2:00 - 6:30 pm.
  • Reviewing all wiki resources and looking for up to date alternative resources, writing responses to each weekly assignment, and in addition, including a reflection about teaching and learning from the prior week's activities as part of the assignment.

  • Facilitating conversation groups during each class to connect weekly assignments, weekly workshop activities and big ideas of the course so students consider what they are learning about pedagogue and ideas for making learning successful with students they tutor

  • Weekly meetings times require accommodating individuals' academic schedules.
  • Creating a PLN, Professional Learning Network, an online collection of academic weblinks including the social bookmarking sites Diigo or Delicious.

EDUCATION 597R Graduate Student Credit Requirement
Graduate students participating in the TEAMS Tutoring Project enroll in Education 597R, “Leadership in Multicultural Tutoring.” In addition to completing the requirements of Education 497I, and to demonstrate leadership in the areas of multicultural education and school-based tutoring, graduate students are expected to complete one of the following leadership activities consistent with the goals of TEAMS:

  • Creating a PLN, Professional Learning Network, an online collection of academic weblinks including the social bookmarking sites Diigo or Delicious. These links will not only support the academic tutoring you do this semester, but will serve as valuable resources for you to use in planning curriculum and delivering lessons during your pre-practicum and student teaching. Your online collection must include a minimum of 10 resources with tags and short descriptions, each coded to the Massachusetts Curriculum Framework for your subject field. Massachusetts Curriculum Frameworks are available online from the Massachusetts Department of Elementary and Secondary Education. Sharon and site coordinators will assist you to accomplish this project during the semester.

or
  • Working with teachers and students to conduct an in-school change project at one of the schools served by TEAMS. Such in-school activities might include assisting a student organization at a school, developing an after-school project for kids, or exploring new uses of technology in the classroom. A 2 to 3 page paper detailing the activity and your own learning is also required.







Reading List
  • Dr. Montessori's Own Handbook: A Short Guide to Her Ideas and Materials. Maria Montessori. Schocken Books, 1968.

  • Teach Like Your Hair’s On Fire: The Methods and Madness Inside Room 56. Rafe Esquith, Penguin Books, 2007.

  • The Book of Learning and Forgetting. Frank Smith. Teachers College Press, 1998.

  • Mindset: The New Psychology of Success. Carol Dweck. Ballantine Books, 2007.

  • Creative Schools: The Grassroots Revolution That's Transforming Education. Sir Ken Robinson. Penguin, 2016

  • The Freedom Writers Diary: How a Teacher and 150 Teens Used Writing to Change Themselves and the World Around Them. Zlata Filipovic. Broadway, 1999.

  • Stupidity and Tears: Teaching and Learning in Troubled Times. Herbert Kohl. The New Press, 2005.

  • Whatever It Takes: Geoffrey Canada’s Quest to Change Harlem and America. Paul Tough. Mariner Books, 2009.

  • What Video Games Have To Teach Us about Learning and Literacy. James Paul Gee. Palgrave, 2003.

  • Radical Equations: Math Literacy and Civil Rights. Robert P, Moses & Charles E. Cobb, Jr. Beacon Press, 2001.

  • “Why Are All the Black Kids Sitting Together in the Cafeteria?” and Other Conversations about Race. Beverly Daniel Tatum. Basic Books, 1997.

  • Why Don’t Students Like School: A Cognitive Scientist Answers Questions about How the Mind Works and What It Means for the Classroom. Daniel T. Willingham, Jossey-Bass, 2010.

  • The Other Wes Moore: One Name, Two Fates. Wes Moore, Spiegel & Grau, 2010.

  • The Body Project: An Intimate History of American Girls. Joan Jacobs Brumberg. Vintage, 1998.

  • How to Talk So Kids Will Learn In School and At Home. Adele Faber & Elaine Mazlish, Harper, 1995.
  • Between Parent and Child. Haim Ginott (revised edition), Three Rivers Press, 2003 or Teacher and Child: A Book for Parents and Teachers. Haim Ginott, Scribner, 1975.

  • Race in the Schoolyard: Negotiating the Color Line in Classrooms and Communities. Amanda E. Lewis, Rutgers University Press, 2003.



Weekly Tutoring Time Sheet