PSYC 11
Local Education Policy and Practice Winter 2024

This is not the current course catalog

Class Details

This course allows students to gain fieldwork experience at local public, public charter, and independent educational institutions (elementary, middle, or high school) as they consider possible careers in teaching, education policy, and administration. Students are expected to commit 20-35 hours a week to their field placement and complete a relate projected under the guidance of their internship mentor as well as the instructor. Along with weekly class discussion, reflection, and reading, students will be afforded the opportunity to better understand a school, its students, and how policy and curriculum shape experiences of local elementary, middle, or high schoolers. We will consider questions of interest and importance to course participants regarding the field of education, such as: How has our own educational background influence our assumptions about what education should look like? What are some pressing issues facing the field of education today? How do different students experience the education system? How is curriculum created and delivered? What are some differences between public, public charter, and independent schools? What are ways in which the intersections of education, health policy, and the economy affect student learning? How can student learning be monitored and assessed? The instructor can help students arrange internship placements, which must be finalized prior to the end of the fall semester. Internship proposals must outline a proposed schedule, goals, final project ideas, and a letter of confirmation from the field placement supervising mentor. We will have a group meeting before winter study to prepare for our field placements, and will gather weekly during Winter Study to debrief and discuss what you are learning and observing. Final evaluation will be based on students’ contribution to discussion, reflections on readings, and a submission of the student’s choosing such as a curricular module, policy analysis, or 10-page.
The Class: Format: lecture
Limit: 10
Expected: NA
Class#: 1267
Grading: pass/fail only
Requirements/Evaluation: Paper(s) or report(s)
Prerequisites: Demonstrated interest in working or interning in elementary, middle, and secondary school environments.
Enrollment Preferences: Students who have completed courses in the Williams College Program in Teaching. Students interested in education as a career. Students with prior experience working or interning in elementary, middle, and secondary school environments.
Unit Notes: Geraldine Shen '01 is an Elementary School Coordinator at CLiA. She is a former management consultant, fundraising professional, curriculum coordinator, admissions officer, and nonprofit Executive Director with a MA Ed in Int'l Comparative Ed. Sarah Brill is the CLiA Williams Elementary School Science Coordinator with extensive K-12 teaching experience in science and art. Sarah has also worked as an art director, graphic designer, and illustrator for Storey Publishing.
Attributes: EXPE Experiential Education Courses
STUX Winter Study Student Exploration

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