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Is there a such thing as a school to prison pipeline?

Course: S_ED 0300-01 Education and Society

PTEA 1 & PTEA 2 Students are responsible for completing a PTEA per assigned readings/video every other week.

PTEA 3 Assignment: You have the option to submit a PTEA (same template as previous weeks) based on the above video. Or, you have the option to submit a written reflection (Microsoft word document) based on the above video documentary. If You choose the option to do a written reflection, be sure to address the below questions:

-Based on the above documentary video: Is there a such thing as a school to prison pipeline? If so, in what ways do schools function like prisons (consider all aspects of schooling via teacher/staff/institutional practices, special education programming etc). What role do you believe the education system played in resulting in these youths ending up in CYA? If there is something wrong that you saw in this video regarding the California Youth Authority, be sure to convey why. Or, if you feel like the approach of “punishment” or rehabilitation with California Youth Authority is correct, convey why. https://youtu.be/65gbMJftXgs

Midterm In this midterm, you will be presented with several different videos and images for you to analyze. Based on the images/videos presented, you are required to determine what is your split second (first reaction) based on what you see in the video. How do you make meaning of what you see in each video/image? If there is something empowering, good, wrong, inappropriate, bad, or confusing based on what you see in the image: Be sure to NAME IT, explain so, then explain why you have concluded what you did in your analysis of the image. Furthermore, you are then required to determine and address what is justice to you, based on what you see in the images. Why have you determined what is deemed as justice in these images? You must select at least 5 different videos for your analysis https://www.ebony.com/news/picture-of-black-and-white-kids-sitting-separately-in- south-africa-goes-viral/ https://www.youtube.com/watch?v=ATOUHpKu_Dw https://www.youtube.com/watch?v=8jsUj4DqWfU&t=22s https://www.youtube.com/watch?v=YPHPcDv409c https://www.youtube.com/watch?v=yRAjzKeHBz4 https://www.youtube.com/watch?v=X6CbE4VncPM https://www.youtube.com/watch?v=3EOhx-w6wj8 https://www.youtube.com/watch?v=I9gT_Nc41s4 https://youtu.be/65gbMJftXgs https://www.ebony.com/news/picture-of-black-and-white-kids-sitting-separately-in-south-africa-goes-viral/https://www.youtube.com/watch?v=ATOUHpKu_Dw https://www.youtube.com/watch?v=8jsUj4DqWfU&t=22s https://www.youtube.com/watch?v=YPHPcDv409c https://www.youtube.com/watch?v=yRAjzKeHBz4 https://www.youtube.com/watch?v=X6CbE4VncPM https://www.youtube.com/watch?v=3EOhx-w6wj8 https://www.youtube.com/watch?v=I9gT_Nc41s4

Final Building off of course content (weekly PTEA readings/videos, your construction of education and justice from your midterm etc): Students are required to submit a manifesto for how education should function in society.

——What is a general definition of education and how does the education system currently function in the U.S.A? What is an existing problem in education that you want to address? What is your own definition of education as a foundation for how you think the education system should function in society? (Feel free to use content from your readings and midterm to address this question if you want)? ——-

Now that you have constructed the problem in education that you want to focus on: What does justice look like to you in solving your education problem? Who is responsible for applying justice in education? Is it the families and people of the community, or is it the government/education system or individual teachers/administration’s responsibility to apply justice? Or all the above? How important is “street justice/rebellion/revolution?” Or is revolution not “justifiable” to you? What would a revolution look like to you if you believe this to be a necessary step to an equitable education system?

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PRINCIPAL LEADERSHIP: INSULATING THE TEACHER PIPELINE

Topic: PRINCIPAL LEADERSHIP: INSULATING THE TEACHER PIPELINE

Research 8 scholarly sources about the topic above and write annotated bibliographies for each one. See INSULATING THE TEACHER PIPELINE

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Annotated Bibliography

Name of Student

Institutional Affiliation

Course Name

Annotated Bibliography

Coggins, C., & McGovern, K. (2014). Five Goals for Teacher Leadership. Phi Delta Kappan, 95(7), 15-21.

The articles outlines the important roles that teacher leadership plays in the school environment and the overall educational sector. The authors begin the article by highlighting the important role that teacher leadership has played at the federal, state, and district levels. According to the authors, teacher leadership has played a critical role in advocating for policy changes at both district, state, and federal levels. The authors underscore the importance of this teacher role by alluding to its significance in resource allocation.

Moreover, the authors discuss the need and importance of teacher leadership roles. The article points out that leadership is rooted in the belief that it has positive and measurable benefits to the students, schools, and the teaching profession. Consequently, the authors identify the five major roles of teacher leadership. The roles are improving of student outcomes, improving access of high-need students to effective teachers, extending careers for growth opportunities, expanding influence of effective teachers on peers, and ensuring teacher role in policy making. The article provides a good introduction and evaluation of the importance of teacher leadership roles.

Davis, B., Gooden, M., & Bowers, A. (2017). Pathways to the Principalship. American Educational Research Journal, 54(2), 207-240.

The article explores the career paths of teachers over 17 academic years, using a variety of contexts. Using data of about 11,000 Texas classroom teachers, the researchers examined teacher career paths to becoming principals. In undertaking the study, they used different historical analyses that include discrete-time hazard modeling to examine the possible influence of race, gender, and other characteristics in the teacher transition. To meet these research objectives, the authors developed two research questions. The first question was to determine whether and when the classroom teachers with principal certification transition. The other was to determine to what extend the individual teacher race, gender, and ethnicity or their combination contributed to the likelihood of teacher transition.

The researchers found that a larger proportion of teachers who transitioned into principalship were male White teachers. Also, it was found that the time served within an individual district was not a big determinant of transition into principalship. Moreover, the study found that just 15% of the certification occurred with in rural schools and that 33% of principalship occurred in rural schools.

Fink, D. (2011). Pipelines, pools and reservoirs: Building leadership capacity for sustained improvement. Journal of Educational Administration, 49(6), 670-684.

The research paper points to the capacity of schools to promote and sustain change and improvement among learners. However, the authors point out that there exist a shortage of willing leaders that has forced governments to invest more resources to fill the leadership “pipeline” with candidates that are qualified for leadership positions. The researchers examines these shortage and the implications of costly investment in leadership development by different governments. Using schools in Ontario, in England, and Eastern United States, the researchers examined the leadership development pools through a distribut

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