A Paper Presented at the 2001 AACTE Annual Meeting, March 2, 2001 in Dallas, Texas
2211 Riverside Ave., C.B. 312, Minneapolis, MN 55454; erickson@augsburg.edu
The Asset Building Model of Positive Youth Development, as proposed by Minneapolis-based Search Institute, is used by communities across North America as a paradigm for focusing community resources on supporting and developing healthy and resilient youth. When this support effort is engaged, all relevant stakeholders in the community contribute to developing assets in its youth. One important partner in this effort are K-12 schools and their licensed teaching staffs.
This paper will discuss:
Search Institute's model, also called the Healthy Communities•Healthy Youth initiative, is a coherent and energetic model for community building and healthy youth development. It addresses in one holistic approach all of the key talents and strategies necessary for communities to nurture healthy youth--to put meaning into the proverb "It takes a whole village to raise healthy children."
History of Work in This Area
A Positive Vision for Young People At a time when many people feel overwhelmed by the problems and challenges facing children and adolescents, communities across the country are discovering new energy in working together toward a positive vision for young people. Instead of focusing only on reducing risks and intervening in problems, these communities are rallying to rebuild the foundation of development that all young people need--a foundation that has crumbled for far too many young people in our society.
Uniting a community to nurture the positive development of youth is much like playing in a jazz ensemble. Each musician must know the tune and listen to the other ensemble members; all players must improvise together--sometimes taking the lead and sometimes blending into the background. To create a community-wide commitment to youth, all the "players" need to be an ensemble--working toward a common vision of what is needed to promote the healthy development of young people.
Since 1993, Search Institute has been working with communities toward that vision, expanding upon a 30-year tradition of applied research into youth development. In 1996, the institute launched a national Healthy Communities•Healthy Youth (HC-HY) initiative to support communities in their work. Based on Search Institute's framework of developmental assets (see Appendix A for a listing of the 40 developmental assets), this initiative seeks to motivate and equip individuals, organizations, and their leaders to join together in nurturing competent, caring, and responsible children and adolescents.
Asset Building in Teacher Preparation
In 1998, Search Institute collaborated with Augsburg College to develop a graduate-level continuing education course in asset-building (See Appendix B for the course syllabus). Continued work by Search Institute has focused on identifying the skills adults must possess to engage in successful asset building with children and communities. Their finding, in essence, is that asset building is relationship building.
Theoretical and Practical Assumptions of This Courset: The findings of Search Institute are identical to those promoted by many others in teacher preparation and development, particularly those interested in culturally responsive classrooms (e.g., Shade, Kelly, & Oberg, 1997; Kohl, 1967, 1991, Jenkins-Nelsen & Porter, 1997). Relationships precede learning, therefore effective teaching starts with relationship building. This course promotes this relationship-embedded model of asset building.
K-12 schools and teachers need to understand that they cannot succeed alone in these efforts. As retired St. Louis Park Superintendent Carl Holmstrom observes, "…we’re only 20% of the problem, so we’re only 20% of the solution." Schools can not develop assets alone. Asset building is a partnership between K-12 schools and the rest of the community. This course that was developed for graduate students at Augsburg College is an attempt to promote this collaborative vision for asset building.
Our previous work in this area has identified several necessary components for K-12 schools' successful participation in an asset building effort. These components are divided into three categories: vision, path, and support.
Vision
• Teachers must be encouraged to see relationship building as an intrinsic part of their work as educators. Relationships precede learning; therefore effective asset building is based on relationship building. While teachers can not build assets on their own, they are vital members of the community-wide team of asset builders.
• Teachers must examine aspects of leadership, systemic change, community building, collaborative enterprise, multicultural competence, and educational philosophy in order to engage in a critical examination of their school's resources for participating in asset building within their community.
Path
• Teachers must be assisted in developing effective asset building skills. Search Institute’s national training staff has identified many of these skills based on their work with over 500 communities across North America. These skills include both relational competencies (interpersonal communication skills, helping behaviors, etc.) and cultural competencies (familiarity with issues of culture, ethnicity, human relations and specific familiarity with the sub-communities whom they serve).
These skills are not unique or separate from effective teaching. They overlap with the skills identified by most experts in the teacher preparation field. An effective teacher is an asset builder&endash;good teaching and asset building go hand-in-hand.
• Teachers and school communities must be exposed to viable models towards which they can work. These models are provided by dissemination of existing successful HY•HC school initiatives.
Support
• Teachers and school communities must be supported in their efforts through structured and effective assistance mechanisms such as coordinated communication between schools aiming at asset building.
Another crucial element of this training is a critical analysis of the roadblocks to K-12 teachers’ involvement in asset-building efforts. K-12 teachers commit huge amounts of time and energy doing their current jobs. K-12 teachers typically conceive of their job as being primarily related to intellectual training. Successful fulfillment of intellectual training for K-12 students takes a considerable amount of time and effort, perhaps much more than many critics of K-12 schools understand. Asset building efforts initiated without a proper understanding of the complex demands on K-12 teachers time will probably not be successful in engaging and motivating large numbers of teacher participants.
Why Teacher Education? Why Now? Many national education observers have noted the looming teacher shortage in American schools. For example, The New York Times reported a reliable forecast identifying a need for over two million new teachers during the next five years (NYT, April 5, 1998). While many of the attitudes and orientations of new teachers are established during the teacher’s own K-12 experiences, it is during their teacher education and development activity when they are most specifically equipped for their profession. Teacher education and development is the most strategic place to intervene in the character and development of K-12 teaching staffs and in equipping teachers to have an impact on student achievement (Darling-Hammond, 1998).
REFERENCES
Benson, P. (1997). All kids are our kids. San Francisco, CA: Jossey-Bass.
Callahan, R (1962). Education and the cult of efficiency. Chicago: University of Chicago Press.
Darling-Hammond, L. (1998). Teachers and Teaching: Testing Policy Hypotheses from a National Commission Report. Educational Researcher, Vol. 27, No. 1, pp. 5-15.
Fullan, M. (1993). Change forces: Probing the depths of educational reform. London: Falmer Press.
Glickman, C. (1993). Renewing Americas schools. San Francisco: Jossey-Bass, Inc.
Jenkins-Nelsen, V. & Porter, L. (1997). Diversity leadership. Minneapolis, MN: Hypatia Group, Inc.
Kohl, H. (1967). Teaching the unteachable: The story of an experiment in children's writing. New York: New York Review.
Kohl, H. (1991). I won't learn from you: The role of assent in learning. Minneapolis, MN: Milkweed Editions.
Kretzmann, J. & McKnight, J. (1993). Building communities from the inside out: A path toward finding and mobilizing a community's assets. Evanston, IL: Center for Urban Affairs and Policy Research, Northwestern University.
Mintz, S. & Hesser, G. (1996). Principles of Good Practice. In B. Jacoby (Ed.), Service-learning in higher education. San Francisco, CA: Jossey-Bass.
Jordan, W. (1996). Crossfire education: Metaphor, cultural evolution and chaos in the schools. Lanham, MD: University Press of America.
The New York Times. (Sunday, April 5, 1998). Special Education Section.
Postman, N. (1995). The end of education: Redefining the value of schools. New York: Alfred A. Knopf Inc.
Schlechty, P. (1997). Inventing better schools: An action plan for educational reform. San Francisco: Jossey-Bass.
Shade, B., Kelly, C. & Oberg, M. (1997). Creating culturally responsive classrooms. Washington, DC: American Psychological Association.
Terry, R. (1993). Authentic leadership: Courage in action. San Francisco: Jossey-Bass, Inc.
Tichy, N. (1990). Vision in action. New York: Simon & Schuster.
Healthy Communities•Healthy Youth (HC•HY) Initiative
1. Family support--Family life provides high levels of love and support.
2. Positive family communication--Young person and her or his parent(s) communicate positively, and young person is willing to seek parent(s) advice and counsel.
3. Other adult relationships--Young person receives support from three or more non-parent adults.
4. Caring neighborhood--Young person experiences caring neighbors.
5. Caring school climate--School provides a caring encouraging environment.
6. Parent involvement in schooling--Parent(s) are actively involved in helping young person succeed in school.
7. Community values youth--Young person perceives that adults in the community value youth.
8. Youth as resources--Young people are given useful roles in the community.
9. Service to others--Young person serves in the community one hour or more per week.
10. Safety--Young person feels safe at home, school, and in the neighborhood.
11. Family boundaries--Family has clear rules and consequences and monitors the young persons whereabouts.
12. School boundaries--School provides clear rules and consequences
13. Neighborhood boundaries--Neighbors take responsibility for monitoring young peoples’ behavior.
14. Adult role models--Parent(s) and other adults model positive, responsible behavior.
15. Positive peer influence--Young person's best friends model responsible behavior.
16. High expectations--Both parent(s) and teachers encourage the young person to do well.
17. Creative activities--Young person spends three or more hours per week in lessons or practice in music, theater, or other arts.
18. Youth programs--Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in community organizations.
19. Religious community--Young person spends one or more hours per week in activities in a religious institution.
20. Time at home--Young person is out with friends with nothing special to do two or fewer nights per week.
40 Developmental Assets
21. Achievement motivation--Young person is motivated to do well in school.
22. School engagement--Young person is actively engaged in learning.
23. Homework--Young person reports doing at least one hour of homework every school day.
2l. Bonding to school--Young person cares about his or her school.
25. Reading for pleasure--Young person reads for pleasure three or more hours per week.
26. Caring--Young person places high value on helping other people.
27. Equality and social justice--Young person places high value on promoting equality and reducing hunger and poverty.
28. Integrity--Young person acts on convictions and stands up for her or his beliefs.
29. Honesty--Young person tells the truth even when it is not easy.
30. Responsibility--Young person accepts and takes personal responsibility.
31. Restraint--Young person believes it is important not to be sexually active or to use alcohol or other drugs.
32. Planning and decision-making--Young person knows how to plan ahead and make choices.
33. Interpersonal competence--Young person has empathy, sensitivity, and friendship skills.
34 Cultural competence--Young person has knowledge of and comfort with people of different cultural, racial/ethnic backgrounds.
35. Resistance skills--Young person can resist negative peer pressure and dangerous situations.
36. Peaceful conflict resolution--Young person seeks to resolve conflict nonviolently.
37. Personal power--Young person feels he or she has control over things that happen to me.
38. Self-esteem--Young person reports having high self-esteem.
39. Sense of purpose--Young person reports that my life has a purpose.
40. Positive view of personal future--Young person is optimistic about her or his personal future.
EDU 580--Asset Building for Teachers
Graduate/Continuing Education 1.0 Course
Instructor: Joseph A. Erickson,
PhD
Office: Sverdrup 6 (lower level of Sverdrup Hall)
Communications: Campus Box #312, email: erickson@augsburg.edu,
Voice: 612-330-1647, Facsimile: 612-330-1649
Course web site: http://www.augsburg.edu/education/edu580/
Office hours:
Alternate Mondays and each
Friday--2:30-4:30 P.M.
Call 330-1130 to make an appointment.
Course Objectives and Orientation: This course will assist learners in developing familiarity with Search Institutes Asset Building Model of Youth Development and the Healthy Communities•Healthy Youth Initiative. Learners will also examine aspects of leadership, systemic change, community building, and educational philosophy is order to engage in a critical examination of their skills for participating in asset building within their school community. Learners will engage in planning and assessment in order to determine appropriate applications of these theories and techniques in educational settings.
Potential issues addressed in this course: What are the indicators of healthy youth development? How do schools and teachers participate in efforts to build a healthy (asset-building) community? In what ways do learners profit from these activities? What are the systemic roadblocks to schools participation in these efforts? How does my school's educational philosophy affect asset-building efforts? How does my personal educational philosophy effect my asset building efforts?
In-class instructional methods may include demonstrations, discussions, lectures, student-led activities, cooperative activities, tutorials, readings, problem solving, and media showings. Each activity is planned with an appreciation for diverse learning styles based on temperament, gender, and cultural/ethnic differences.
Required Readings:
Benson, P. (1997). All kids are our kids. San Francisco: Jossey-Bass, Inc.
Glickman, C. (1993). Renewing Americas schools. San Francisco: Jossey-Bass, Inc.
Terry, R. (1993). Authentic leadership: Courage in action. San Francisco: Jossey-Bass, Inc.
Attendance Policy: Class attendance is mandatory for academic credit. If you must miss a class meeting, please speak with the instructor ahead of time. Students may, with the permission of the instructor, make-up unavoidable absences (e.g., illness or family emergency) by engaging in equivalent learning activities which the student must design and document for the instructor. Other avoidable absences may not be made-up.
Honesty Policy: The Augsburg College policy on academic honesty applies to this course. You will be asked to acknowledge your compliance with this policy in class. Please refer to the Augsburg Student Guide for details.
Grading Procedure: Student performance will be evaluated on a 4.0-0.0 scale. Instructor evaluation will be used to document progress towards learning goals. Learner assessment will be composed of several elements:
1. Reading and Reflections: Students will read all of the required texts for the course and write 3-5 page reaction essays examining critical questions raised by the texts. (10 points each, for a total of 30 points),
2. Two Activities Chosen by the Learner: Choose two of the four assignments described below (See Assignment Choices for EDU 580 listed below). Each may be worth up to 30 points, and
3. Class Participation and Task Management: If a learner successfully demonstrates professional-level task management and participates in all class meetings in an informed and enthusiastic manner, they may receive up to ten points (otherwise fewer or no points).
Students must show evidence of at least minimum competence in all outcomes (knowledge, skills, and attitudes) in order to pass this course.
Those students who earn 96 or more points will receive a 4.0 for the course. Similarly: 91-95 = 3.5, 86-90 = 3.0, 81-85 = 2.5, 76-80 = 2.0, 71-75 = 1.5, 66-70 = 1.0, 61-65 = 0.5, & 0-60 = 0.0.
Pre-Course Schedule (this schedule may change due to media availability and other considerations):
I. Orientation and Expectations
Objectives: 1. To orient the
student to the area youth development, school change, and
leadership, and
2. To introduce this course: orientation and
expectations.
Date Topic(s) Reading assignment (due by class time)
II. The Asset Building Model: What is it and how does it work?
Objectives: 1. To understand basic
theories of the asset building model of youth development, and
2. To understand how community is connected to asset
building
Class 3 Asset Building Model (Continued) Benson (1997) , pp. 103-231
III. Educational Philosophies: Do I have one and why does it matter?
Objectives: 1. To understand basic
theories and metaphors used to structure schooling, and
2. To understand the relevance and application of these theories
to engaging in asset building.
Class 5 Sharing Our Educational Philosophies Glickman (1993), pp. 48-91
Class 6 School District Perspectives Glickman (1993), pp. 92-156
IV. School Change and Leadership
Objectives: 1. To learn how change
occurs in K-12 schools,
2. To understand the role leadership has in this process,
3. To develop a set of parameters for determining a school
community’s readiness for change, and
4. To assess the leadership skills necessary to engage in
significant change in ones school community.
Class 8 Authentic Leadership Terry (1993), pp. 53-129
Class 9 School Change and Leadership Terry (1993), pp. 133--218
V. The Future of Asset Building in My School
Objectives: 1. To assess the
readiness of my school community to engage in a Healthy
Community*Healthy Youth Initiative,
2. To hear from K-12 teachers who are successfully engaged in this
process, and
3. To begin visioning an asset-building initiative for your school
community.
Assignment Choices for EDU 580--Asset Building for Teachers (choose two from this list)
Each assignment should be approximately 5-7 pages in length including illustrations and/or other non-text items, but not including references.
In this project you will develop a unit plan, a series of lesson plans, which integrate a number of asset-building and/or assessing activities. In other words, you will develop asset-enhanced lesson plans for teaching your students. Do not develop lessons to teach your students about the assets--rather prepare your lessons in such a way that the asset-building skills are imbedded in the learning tasks, not abstracted from them. For example, if you believe relationship building is an important part of asset-building, develop lessons that permit opportunities for authentic relationship building with your students.
You will need to develop and produce objectives, protocols, lesson plans and all relevant learning materials. You will collect all of the materials you develop into a portfolio that you will hand-in at the end of this course.
II. Vision-to-Action Plan for Your School Community
This document will examine the sorts of activities in which your community is already engaged in asset building, and then it will look at the capacity of the community to fortify its efforts towards even greater levels of asset building. This document should also examine the sorts of roadblocks that will inhibit your plan's implementation.
III. My Educational Philosophy
This document reviews the key elements of your personal educational philosophy and how your philosophy integrates with the community integration model of teaching and learning implied by the asset building approach.
IV. My Educational Leadership/Followship Quotient
This self-analysis reviews the basic elements of reflective leadership and how you should best participate in a proposed asset-building initiative in your school community.