Turner 1

Shawn Turner

ET 691

Professor Bal

Internship Proposal

Design

I propose to collaborate with grade 9 theology instructors to create a Google Classroom

learning module-structure that allows students to engage with content and in conversations that

educate them on diversity, equity, and inclusion.

In Spring 2021, grade 9 theology students are expected to engage with the content in the

Google Classroom learning module-structure, which is beyond the scope of the internship. My

internship will occur in the Fall 2020 semester, as I collaborate with grade 9 theology instructors,

choosing appropriate content for each module, educational technology alumni, evaluating the

design to ensure accessibility and flow, and other faculty members and administrators, providing

an additional perspective on cohesion, accessibility, and design.

This internship will focus on the quality and process of the design of the module

structure. As the internship concludes, there will be opportunities for editing, refining, and even

augmenting, dependent on the needs of the institution, as well as the amount of progress

achieved at the conclusion of the internship in December.

 Turner 2

Timeline

September 2020: October 2020: November 2020: December 2020: Spring 2021:
Introducing the Applying the Tools Applying the Tools Applying the Tools Establishing
Innovation and Techniques of and Techniques of and Techniques of Accountability for
the Innovation the Innovation the Innovation Continued Use
Meet with principal Outline Google Meet with principal Upload content for Grade 9 students use
to discuss Classroom module- to discuss module- modules. module-structure.
internship. layout. topics.
Have module Evaluate module-
Submit internship Meet with principal Meet with grade 9 tested. structure.
proposal. to discuss theology instructors
internship proposal. to discuss
Begin conversation internship proposal.
with grade 9 Meet with theology
theology department chair to Meet with grade 9
instructor(s) about discuss internship theology instructors
internship proposal. proposal. to discuss module-
topics.
Research DEI
education Design
components. content/assignment
layout for modules.
Meet with DEI
practitioners to
identify module-
topics.

Rationale

At Mount Saint Joseph High School (MSJ), enduring personal relationships and a

commitment to justice and peace drive the mission of the institution, in alignment with its

Xaverian traditions. In spring 2018, the institution was successfully accredited by AIMS (the

Association of Independent Maryland and DC Schools), with recommendations to reflect on

their goals of creating a more diverse, equitable, and inclusive (DEI) school community. As I

began my work there, following this accreditation process, I began courageous conversations

with students, staff, parents, and administrations, identifying a need for education and

understanding to help support the structure and protocols for creating that DEI school

community. In winter 2020, an incident occurred at the institution, involving racially-insensitive

graffiti being drawn in a bathroom stall by a group of students, garnering media coverage and
 Turner 3

school-wide concern regarding next steps. One of the recommendations from that next steps

conversation was creating school norms and opportunities for education for students around what

it looks like for MSJ to be a DEI community.

The motivation for this internship, this change at MSJ, is framed within Ely’s Eight

Conditions of Change. Change flows from a dissatisfaction with the status quo, and, having

experienced seemingly frequent instances of insensitivity in the school community, stakeholders

expressed a need for a departure from the existing structure for addressing such insensitivities.

Having worked as the Black Student Union moderator, attending DEI meetings with other school

DEI leaders, I was recommended as an individual with sufficient knowledge and skills to lead

the effort to incorporate just language into the curriculum as way to educate students on social

justice, while utilizing existing structures.

MSJ already has individual components and resources that support this effort; however

the cohesion of those components, those programs, those resources is not apparent. The

institution is a member of an AIMS DEI group, has a mission that supports this change, and has

outlined the desire to implement a change in its strategic plan. While this internship will not

solve the increasing insensitivities in a semester’s iteration, it sets the groundwork for a program

that, over time, will address the issue of lack of education of social justice knowledge for grade 9

students, who, in four years, will be seniors. Instructing all grade 9 students ensures that, over the

course of their tenure at the institution, the next year two grades have participated in the learning

module-structure, in two years, three grades, and in three years, the entire student population.

Having the support of the administration as I engage in this internship is important, as

that impacts the process of implementation for the program itself. As outlined in the design and

timeline, students, faculty, and other members of staff will be participating in the feedback and
 Turner 4

collaboration efforts of this internship. It aligns with the mission and vision of the institution, so

that there is continued support for the implementation of this program. One immediate incentive

for the institution is the reduction of insensitive incidents, but also a planned and well thought-

out program that allows instructors to focus on the execution of the program without the worry of

the lesson planning component, which is often time-consuming, ensuring that they can engage

with the students, on such an important topic, as deeply as possible.

Creating a model that would work in a synchronous and asynchronous learning

environment, both face-to-face or in a hybrid or distance-learning model would be necessary,

especially given the COVID-19 pandemic’s restrictions. Because Google Classroom will house

the structure, student participation will not be negatively affected by a change in modality. In a

hybrid model, students will be on campus two days a week and online two days a week,

dependent on the cohort of which they are a part. In the event that MSJ switches to a full distance

learning model, students will be in class for two days a week, dependent on their class period.

There is no scenario where our school will be in a full face-to-face experience during this

internship.

For faculty and staff, they will be able to meet in-person during the school day in a hybrid

model and during the mid-day break in a distance learning model. Knowles’ assumptions about

adult-learners suggests that they prefer immediacy of application, which means that our meetings

can be task-oriented so that we are working on the module during our meetings. Many of the

adults that will be participating in the module design are internally motivated, so there is a

commitment to the final product and potentially meeting outside the work-day. These individuals

have a reservoir of experiences that they can share and provide, so their willingness to do so will

only benefit this program for the students.

 Turner 5

Learners and Learner-Interactions

At MSJ, all students take a theology course; nevertheless, all of the learners in grades 9-

10 take a uniform theology course. During the year, in the spring semester, grade 9 students have

discussions about formation and maturity, which provides an opportunity to include DEI

conversations and content.

Interaction will occur with two groups: the grade 9 theology instructors and the grade 9

students. There are three total grade 9 theology instructors; I will be working with two who have

expressed interest in incorporating the module-structure in their curricula. There are

approximately 200 grade 9 students, accounting for students who may leave the institution for

academic, financial, or health-related matters. The theology instructors are content-specialists,

who understand how their curriculum flows and how best to incorporate DEI conversations and

content. As an educational technology graduate-student, I have an understand of how to integrate

technology into a curriculum, such that it is used as a resource that enhances the learning

experience for each learner. As members of the same school community, our pedological

approach to instruction is rather uniform. Merging the theology instructors’ content knowledge

with my technological knowledge, framed within our school’s pedagogical approach to

instruction aligns my project proposal with the TPACK framework.

TPACK merges content knowledge with pedagogical knowledge, and technology

knowledge. The Understanding by Design (UbD) framework, in combination with the R2D2

model (read, reflect, display, do) will serve as the design for the online learning experience on

Google Classroom. By designing the module-structure using UbD, starting with performance

tasks that demonstrate understanding and then planning so that students meet their goals, we are

being learner-centered. This mindset places the needs of the students at the forefront, the
 Turner 6

pedagogy of the MSJ Xavierian experience, where we, are tasked as faculty, to “take good care

of the boys,” will drive the depths to which we push conversation in each module and the

purpose/goals for designing each module. Grade 9 theology instructors know their curriculum

and how each module can incorporate prior knowledge and provide students with new

knowledge. Collaborating with grade 9 theology instructors to craft the performance tasks and

then the components necessary to achieve those tasks effectively merges the content knowledge

with the technology knowledge and the pedagogical knowledge.

The grade 9 students will interact with the Google Classroom module-structure,

providing feedback on how the program works, but also providing the basis for how the module-

structure is created. As the instructors and I craft the module, marrying technology with content

and pedagogy, we must ensure that the structure is made with students in mind.

Learning Objectives and Activities

Objectives

• Grade 9 theology instructors will be able to examine their grade 9 theology curriculum in

order to integrate DEI education, conversations, and content.

• Grade 9 theology instructors will be able to collaborate with each other in order to

identify the most important topics in DEI education to include in the Google Classroom

module-structure.

• Grade 9 theology instructors will be able to survey and gain insight from students

regarding the module-structure’s design in order to ensure that it is learner-centered for

the students they teach.

 Turner 7

• Grade 9 theology instructors will be able to redesign the content or instruction in order to

incorporate the feedback from learners, following their engagement in the module-

structure.

• Grade 9 theology students will be able to engage synchronously and/or asynchronously

within the module-structure.

• Grade 9 theology students will be able to learn DEI content and engage in meaningful

conversations within the module-structure.

• Grade 9 theology students will be able to provide a module-evaluation in order to gather

feedback on the module-structure and make adjustments for future learners who interact

with the module structure.

Activities

There will be five modules that discuss introductory-level content in DEI education. Each

module will include an introductory EdPuzzle video introduction and/or lesson, linked PDF-

versions of articles for reading, and tasks/assignments for learners to demonstrate their learning.

These tasks will range from making a discussion post to completing a understanding check-in.

To organize and structure each module, the R2D2 model (Read, Reflect, Display, Do) will be

used in conjunction with the UbD (Understanding by Design) framework to ensure that the

learning objectives for each module are met.

In designing each module, the grade 9 theology instructors will need to meet with me in

order to ensure that all things flow seamlessly. In designing the module-structure, it is important

for me to involve the content-specialists, inviting them to join in the learning activities I plan to

include in the module, fostering their interpretations and suggestions. Taking the time to talk and

reflect and then transferring those ideas to the practical level in real and purposeful ways will
 Turner 8

keep the instructors engaged in the process. Our meetings must always keep the problem we are

addressing at the forefront, alluding to the immediacy of application. Ending each meeting

session with a list of what we accomplished and what lies next will hopefully harbor a sense of

internal motivation for each instructor.

Learning Evaluation

While I intend to include an evaluation from the learners who have participated in the

module-structure, I think that that feedback at the very end is not enough. To ensure that the

module-structure and the planning that went into it was meaningful and is going to be

sustainable, it important to structure opportunities for follow-up and check-in. As instructors

assignment or work though a module with their students, I wish to check-in to see how each

module is working. Prior to the presentation of the module-structure for student-use, I wish to

have instructors, administrators, and individuals with knowledge of how to best integrate

technology in education, providing feedback without having prior content knowledge or having

knowledge of MSJ’s pedagogical approach to instruction.