The guiding question for the second quarter of this two-quarter program was, "What knowledge must teachers have and what conditions must exist so that ALL children receive a public education that ensures equity and supports individual students’ abilities to learn in school?" To answer the guiding question, program members participated in workshops and seminars, read extensively, wrote two synthesis papers, conducted and presented individual and collaborative research, and assessed six models of teaching through teaching a lesson of interest to their peers using the models. They explored and analyzed historical and contemporary models of teaching and investigated the social, historical, and political forces that shape/d public schools in the United States of America, including the impact of long-term, systemic racism. In addition, program members worked to develop group process and communication skills in order to create an effective learning community.

Work in the program addressed the following Expectations of an Evergreen Graduate: articulate and assume responsibility for your own work; participate collaboratively and responsibly in our diverse society; communicate creatively and effectively; demonstrate integrative, independent, critical thinking..

Program texts included:

Lowry’s The Giver; Clinchy’s The Rights of all our Children: A Plea for Action; Brooks & Brooks’ In Search of Understanding: The Case for Constructivist Classrooms; Kozol’s Savage Inequalities; Delpit’s Other People’s Children: Cultural Conflicts in the Classroom; Shandler’s Ophelia Speaks: Adolescent Girls Write About Their Search for Self; Moses and Cobb’s Radical Equations: Civil Rights from Mississippi to the Algebra Project; Comer’s Waiting for a Miracle: Why Schools Can’t Solve Our Problems­and How We Can; Flores-Gonzalez’s School Kids/Street Kids: Identity Development in Latino Students; Dyson’s The Brothers and Sisters Learn to Write: Popular Literacies in Childhood and School Cultures; Goodman’s Teaching Youth Media: A Critical Guide to Literacy, Video Production, and Social Change; Greenburg’s A Clearer View: Insights into the Sudbury School Model; Steiner’s The Renewal of Education. Anthroposophic Press; Walmsley’s Children Exploring their Worlds: Theme Teaching in Elementary School; Barbieri’s Change My Life Forever: Giving Voice to English-Language Learners.