October 31, 2014 Provost Aeschleman, Dean Groce, Dr. Colby, and Members of the Promotion and Tenure Committee, Please accept this letter as an official request for review for promotion to Associate Professor and tenure at Appalachian State University. I am in my fifth year as an Assistant Professor in Curriculum and Instruction in the Reich College of Education. I have maintained an active research agenda, receive consistently positive evaluations on my teaching, and am invested in a variety of service activities in the life of the university. I predominantly teach courses in the Elementary Education program that prepare our students for working with linguistically and culturally diverse students and families. I regularly teach CI 3000 Learner Diversity: Teaching English Learners, CI 3553 Issues of Language and Culture in the Public Schools, and CI 5045 Advanced Topics in Diversity. Currently, I am also teaching EDL 7160 Qualitative Research Methods in the doctoral program in Educational Leadership. As evidenced in my vitae, I have maintained an active research agenda since arriving at Appalachian State University. My research interests include the specific areas of critical and humanizing pedagogy in teacher education and understanding Latin@ immigrant experiences in the New Latino South. My current research project is a long-term ethnographic study entitled Project BAILE—Boone Area Immigration and Language Ethnography. The project examines how immigrants are experiencing life in the High Country and the perceptions of immigrants among non-immigrant locals. This study is being carried out in collaboration with Dr. Shanan Fitts and was initially funded by an ASU Foundation Fellows grant in 2011. This work contributes to our understanding of new immigrant communities in the southeast. Additionally, this work supports our preparation of public school teachers, who are entering classrooms that are increasingly diverse. I currently have nine published works, with three articles under review in international journals in my field. My teaching is centered around developing critical multicultural educators and preparing teachers to meet the needs of linguistically and culturally diverse students. Student evaluations from my courses frequently cite my dialogical approach to leading class discussions as a particular strength. Additionally, students appreciate my ability to facilitate candid classroom dialogue around challenging topics like racism, homophobia, and economic inequality as they relate to education. I continue to expand my teaching interests and will teach a newly developed course for General Education in the fall of 2015 (CI 2250 Education as the Practice of Freedom). Additionally, I am currently teaching EDL 7160 Qualitative Research Methods in the Doctoral Program in Educational Leadership and I am chairing one doctoral dissertation.

In addition to my research and teaching endeavors, I am involved in service work towards the department and college, as well as the university and my profession. I am an active member of the American Educational Research Association (AERA), the American Anthropological Association (AAA), and the American Association of Applied Linguistics (AAAL). I am invested in each of these organizations differently and for different purposes. In AERA, I am a member and reviewer for the Critical Pedagogy and Paolo Freire Special Interest Group. In AAA, I am a long-standing member of the Council on Anthropology in Education. This group has been vital to my development as an qualitative reseacher. Lastly, my involvement with AAAL keeps me current with the latest research on second language acquisition and language pedagogy. In addition to my involvement with professional organizations and conferences, I contribute as a regular reviewer of manuscripts submitted to TESOL Journal, Internet TESL Journal, International Journal of Multicultural Education, Critical Education, and Democracy and Education. I fully intend to maintain a high level of teaching, research, and service at Appalachian. Enclosed please find my full vitae as well as narratives discussing three notable indicators of my teaching, research, and service as a member of the faculty at Appalachian State University. I appreciate your consideration and look forward to hearing from you. If you need any further information, please do not hesitate to contact me at 828-262-2146 or via email at mccluregs@appstate.edu. Sincerely,

Greg McClure, Ph.D. Curriculum & Instruction Reich College of Education Appalachian State University

APPALACHIAN STATE UNIVERSITY Promotion to Associate Professor - July 1, 2015

Greg McClure, Assistant Professor, Department of Curriculum & Instruction $60,405, 9-months, State funds

Educational Background:

B.A., 1995, Appalachian State University, Boone, North Carolina M.S. Ed., 2002, Shenandoah University, Winchester, VA Ph.D., 2010, University of Georgia, Athens, GA

Teaching and other professional experience:

Assistant Professor, Appalachian State University (2010-present) Graduate Teaching Assistant, Instructor of Record, University of Georgia (2006-2010) Director, Writing Center for Graduate & International Students, University of Georgia (2008-2009) Adjunct Professor, Mars Hill College, (2003-2006) Director, English as a Second Language and Migrant Education Programs, Henderson County Public Schools, (2001-2006) English as a Second Language Teacher (K-12), Rowan-Salisbury Schools (1998-2001) Instructor, Adult English as a Second Language, Rowan-Cabarrus Community College (1998-2000)

Scholarly and Creative Activities (in summary form): Six refereed journal articles – 3 in international journals

3 refereed book chapters 3 book reviews in international journals 28 presentations – 5 international, 16 national, and 7 state; 2 invited; 1 keynote address 1 internal grant – ASU Foundation Fellows grant, Project BAILE: Boone Area Immigration and Language Ethnography, $4,930

Membership in Professional Organizations:

American Educational Research Association American Anthropological Association, Council on Anthropology of Education American Association for Applied Linguistics Teachers of English to Speakers of Other Languages, TESOL International

Honors and Awards:

Nominated for Reich College of Education Teaching Award (2013) Student Action with Farmworkers Outstanding Social Justice Alumni Award (2010) American Anthropological Association Council on Education New Scholar Award (2010) Genelle Morain Award for Excellence in Teaching, University of Georgia (2009) University of Georgia Outstanding Teaching Assistant Award (2009)

 

APPALACHIAN STATE UNIVERSITY Tenure - July 1, 2015

Greg McClure, Assistant Professor, Department of Curriculum & Instruction $60,405, 9-months, State funds

Educational Background:

B.A., 1995, Appalachian State University, Boone, North Carolina M.S. Ed., 2002, Shenandoah University, Winchester, VA Ph.D., 2010, University of Georgia, Athens, GA

Teaching and other professional experience:

Assistant Professor, Appalachian State University (2010-present) Graduate Teaching Assistant, Instructor of Record, University of Georgia (2006-2010) Director, Writing Center for Graduate Students, University of Georgia (2008-2009) Adjunct Professor, Mars Hill College, (2003-2006)

Scholarly and Creative Activities (in summary form): Six refereed journal articles – 3 in international journals

3 refereed book chapters 3 book reviews in international journals 28 presentations – 5 international, 16 national, and 7 state; 2 invited; 1 keynote address 1 internal grant – ASU Foundation Fellows grant, Project BAILE: Boone Area Immigration and Language Ethnography, $4,930

Membership in Professional Organizations:

American Educational Research Association American Anthropological Association, Council on Anthropology of Education American Association for Applied Linguistics

Professional Service on Campus

General Education Theme Coordinator, Critical Consciousness: Learning for Equity Chancellor’s Commission on Diversity University Social Justice Collaborative Doctoral Program Policy Committee RCOE Diversity Committee NCATE Review Committee, Standard IV Doctoral Dissertation Chair- 1 Honors Thesis Advisor- 1

Professional Service off Campus

Editorial Board, TESOL Journal American Association for Applied Linguistics, Membership Taskforce Council on Anthropology of Education, Committee on Neoliberalism in Education Reviewer: Critical Education; Democracy and Education; International Journal of Multicultural Education; TESOL Journal; Internet TESL Journal

Honors and Awards:

Student Action with Farmworkers Outstanding Social Justice Alumni Award American Anthropological Association Council on Education New Scholar Award

 

October 2014 1

GREG MCCLURE Department of Curriculum and Instruction

Appalachian State University Boone, NC 28608

828-262-2146 mccluregs@appstate.edu

EDUCATION

2010 PhD, Language and Literacy Education, University of Georgia Dissertation: “Beyond Collaboration: A Case Study of Coteaching for English

Language Learners” Committee: Dr. Melisa Cahnmann-Taylor

Dr. JoBeth Allen Dr. Linda Harklau

2002 MS Ed, TESOL, Shenandoah University Thesis: “ESOL Teacher Education in the Southeast: Critical Demands”

2000 North Carolina Teaching License, English as a Second Language (K-12),

University of North Carolina- Greensboro 1995 BA, Interdisciplinary Studies, Appalachian State University

ACADEMIC & EDUCATIONAL EMPLOYMENT

EDUCATION

2010- Assistant Professor, Department of Curriculum & Instruction, Appalachian

State University, NC 2006-2010 Graduate Teaching Assistant, Instructor of Record, Department of

Language and Literacy Education, University of Georgia, GA Courses Taught: ESOL Methods Pre K – 12 Language and Culture in the Classroom

2008-2009 Director, Aderhold Writing Center for Graduate & International Students,

University of Georgia, GA 2003-2006 Adjunct Professor, Department of ESL Education

Mars Hill College, NC Courses Taught: Grammar and Linguistics for ESL

Issues for TESL in Public Schools

October 2014 2

Methods for Teaching ESL in Public Schools Second Language & Literacy Development 2001-2006 Director, English as a Second Language & Migrant Education Programs Henderson County Public Schools, Hendersonville, NC 1998-2001 English as a Second Language Teacher, (K-12) Rowan-Salisbury Schools, NC 1998-2000 Instructor, English as a Second Language Adult Basic Education, Rowan-Cabarrus Community College, NC PUBLICATIONS

International Peer-Reviewed Articles Stewart, T. T. & McClure, G. (2013). Freire, Bakhtin, and collaborative pedagogy: A dialogue with students and mentors [Special issue on Dialogue in Education]. International Journal of Dialogical Science, (7)1, 91-108. McClure, G. & Vasconcelos, E. F. de S. (2011). From “I Am” to “We Could Be”: Creating dialogic learning communities in ESOL teacher education. Pedagogies: An International Journal, 6(02), 104 - 122. McClure, G. & Cahnmann-Taylor, M. (2010). Pushing back against push-in: ESOL teacher resistance and the complexities of coteaching. TESOL Journal, 1(1), 101-129.

National Peer-Reviewed Articles Fitts, S. & McClure, G. (Accepted). Building social capital in Hightown: The role of confianza in Latina immigrants’ social networks in the New South. Anthropology and Education Quarterly. Groce, E., Bellows, M. E., McClure, G., Daigle, E., Heafner, T., & Fox, B. (2014). Is Rosa still tired? Revisiting Kohl’s myths in contemporary picture books. American Educational History Journal, (41)2, 411-429. Harman, R. & McClure, G. (2011). All the school’s a stage: Critical performative pedagogy in urban teacher education [Special issue on Social Justice Education and the Arts]. Equity & Excellence in Education, 44(3), 379-402. Peer-Reviewed Book Chapters Harman, R. & McClure, G. (2014). All the school’s a stage: Critical performative pedagogy in urban teacher education. In L. A. Bell & D. Desai (Eds.), Social justice and the arts (pp. 92-115). New York, NY: Routledge.

October 2014 3

McClure, G. (2013). Finding hope and giving thanks in “dark times”: Paying dues to the students who teach us. In R. Lake & T. Kress (Eds.), We saved the best for you: Letters of hope, imagination and wisdom to 21st century educators (pp. 21-25). Rotterdam, The Netherlands: Sense. McClure, G. (2012). Pulling away from pull-out: Coteaching ELLs in the New Latino South. In A. Honigsfield and M. Dove (Eds.), Co-teaching and other collaborative practices in the EFL/ESOL classroom: Rationale, research, reflections, and recommendations (pp. 207-218). Greenwich, CT: Information Age Publishers. Manuscripts Under Review McClure, G. (Under review). Dialogue, praxis, and humanizing pedagogy as principles of practice in second language education. The International Journal of Critical Pedagogy. McClure, G. (Under review). Coteaching English language learners: An ecological perspective. Language and Education. Fitts, S. & McClure, G. (Under review). “Nos mascan pero no nos tragan”: Countering anti-immigrant discourses in the New Latino South. Critical Inquiry in Language Studies. Book Reviews McClure, G. (2012). Review of Duoethnography: Dialogic methods for social, health, and educational research, by J. Norris, R. Sawyer, & D. Lund. International Journal of Multicultural Education, (14)3. McClure, G. (2008). Review of Developing literacy in second language learners: Report of the National Literacy Panel on language-minority children and youth, by D. August and T. Shanahan (Eds.). Critical Inquiry in Language Studies, (5)4. McClure, G. (2008). Review of, Language, space and power: A critical look at bilingual education, by S. Hadi-Tabassum. Critical Inquiry in Language Studies, (5)4. Non-Refereed Publications McClure, G. (2007). Negotiating the poemCast: Critical reflection in ESOL teacher education. Critical Literacy in Practice, 54. Available at http://www.bazmakaz.com/clip/2007/12/19/a-poemcast-with-greg-mcclure_clip54/ PRESENTATIONS EDUCATION

International Presentations Fitts, S. & McClure, G. (2015, May). Cultivating bilingual identities in western North Carolina. Paper submitted to the International Symposium on Bilingualism. Rutgers University, New Jersey. Stewart, T. T. & McClure, G. (2012, October). Freire, Bakhtin, and the dialogical self: Enacting a collaborative pedagogy with students and mentors. Paper presented at the International Conference of the Dialogical Self, Athens, GA.

October 2014 4

McClure, G. (2011, June). ESL teacher identity in collaborative contexts: Pushed around by push-in. Paper presented at the biannual International Society for Language Studies conference, Orangestad, Aruba. McClure, G. (2010, March). Collaborating for language, content, and equity: Coteaching English language learners in elementary classrooms. Paper presented at the TESOL Convention, Boston, MA. McClure, G. (2009, March). Makin’ copies and checkin’ email: The complexities of coteaching in TESOL. Paper presented at the TESOL Convention, Denver, CO. National Presentations Fitts, S. & McClure, G. (2014, December). “My family history is simple”: Testifying and justifying the immigrant experience. Paper to be presented at the American Anthropological Association conference, Washington, DC. McClure, G. & Fitts, S. (2014, March). Cultivating bilingual identities: Critical language awareness in the New Appalachian South. Paper presented at the American Association of Applied Linguistics conference, Portland, OR. Fitts, S. & McClure, G. (2014, March). “We have to realize that we are not in our own home”: Countering anti-immigrant discourses in the New Latino South. Paper presented at the American Association of Applied Linguistics conference, Portland, OR. McClure, G. (2013, November). Permission granted: An invitation to color outside the lines of educational research. Panel presentation with Frederick Erickson, Margaret LeCompte, and Melisa Cahnmann-Taylor at the American Anthropological Association conference, Chicago, IL. Groce, E., Bellows, M. E., McClure, G., and Heafner, T. (2013, October). Is Rosa still tired? Examining Kohl’s myths twenty years later. Paper presented at the annual meeting of the Organization for Educational Historians, Chicago, IL. McClure, G. & Fitts, S. (2013, March). “If you are not in your own house, you have to respect the place where you find yourself”: Latina immigrants countering anti-immigrant discourses in the New Latino South. Paper presented at the 36th annual Appalachian Studies Conference, Boone, NC. Fitts, S. & McClure, G. (2013, March). "Nos mascan pero no nos tragan": Language ideologies in the everyday lives of Latina immigrants. Paper presented at the American Association of Applied Linguistics conference, Dallas, TX. Fitts, S. & McClure, G. (2012, November). Latin@ immigrants' social networks in the New Latino South: From “Búscalo tú, trabájalo tú, consíguelo tú” to community building in Hightown. Paper presented at the American Anthropological Association conference, San Francisco, CA.

October 2014 5

McClure, G. & Stewart, T. T. (2012, April). Freire, Bakhtin, and collaborative pedagogy: A dialogue with students and mentors. Paper presented at the American Educational Research Association conference, Vancouver, British Columbia, Canada. Stewart, T. & McClure, G. (2011, November). Transcending the isolation of teaching: Using dialogue with mentors and students to support a collaborative pedagogy in English classrooms. Paper presented at the National Council of Teachers of English convention, Chicago, IL. McClure, G. & Cahnmann-Taylor, M. (2010, March). Uncommon pairs: Using arts-based research and critical discourse analysis to examine coteaching partnerships in ESL. Paper presented at the American Association for Applied Linguistics conference, Atlanta, GA. Harman, R., McClure, G., & French, K. (2010, April). Critical performative pedagogy in language teacher education: A feasible forum for collaborative social action? Paper presented at the American Educational Research Association, Denver, CO. McClure, G. (2009, October). Targeting high-challenge and high-support: Coteaching ELLs in the new Latino South. Paper presented at the first triennial Conference on Latino Education and Immigrant Integration, Athens, GA. McClure, G. (2009, April). From “I am” to “We could be”: Creating dialogic learning communities in ESOL teacher education. Paper presented at the American Educational Research Association Annual Convention, San Diego, CA. McClure, G. (2008, November). Pushing back against “push-in”: ESOL teacher resistance and the complexities of coteaching. Invited New Scholars poster session, Council on Anthropology in Education, American Anthropological Association Conference, San Francisco, CA. McClure, G. (2005, April). Recruitment is service: Balancing quantity with quality in the Migrant Education Program. Presentation given at the National Migrant Education Conference, Burlingame, CA. State & Regional Presentations McClure, G. & Fitts, S. (2014, September). Cultivating bilingual identities in western North Carolina. Paper presented at the North Carolina Association of Colleges and Teacher Educators conference. Raleigh, NC. [Presentation note made due to lack of travel support]. McClure, G. & De Jarnett, H. (2008, March). Negotiating the poemCast: Critical reflection and community building in ESOL teacher education. Paper presented at the University of Georgia Graduate School Interdisciplinary Conference, Athens, GA.

October 2014 6

McClure, G. (2008, January). K-12 public education for immigrants and refugees in Georgia. Invited paper presented at the Georgia Immigrant and Refugee Policy and Education Forum, Atlanta, GA. McClure, G. (2005, November). Cultivating our greatest resources: Migrant students in North Carolina. Keynote address given at the North Carolina Migrant Education Conference, Raleigh, NC. McClure, G. (2005, November). Integrating language and content instruction for English language learners. Presentation given at the North Carolina Migrant Education Conference, Raleigh, NC. McClure, G. (2003, September). No data left behind: Using technology to make data-driven decisions for effective ESL program evaluation. Presentation given at the Southeast Regional TESOL Conference, New Orleans, LA. McClure, G. (2001, September). ESL diplomacy: Working effectively with classroom teachers to promote academic success for LEP students. Presentation given at the Carolina TESOL Conference, Charleston, SC. GRANTS & EXTERNAL FUNDING EDUCATION

2011-2012 Appalachian State University Foundation Fellows grant, Project BAILE: Boone Area Immigration and Language Ethnography, $4,930

2009 Spencer Foundation, Collaborative Inquiry into Coteaching: ESL/Subject-Area Teacher Partnerships for Change, $40,000 (unfunded)

2004 US Department of Education, National Professional Development Program, Title III NCLB, Developing District’s Capacity for Serving English Language Learners Through a Model of Collaborative Professional Development, $750,000 (unfunded)

2003 North Carolina Department of Public Instruction, Training for All Teachers Grant, Sheltered Instruction for Secondary Content Teachers Summer Institute, $78, 455

HONORS AND AWARDS EDUCATION 2013 Nominated for Faculty Teaching Award, Reich College of Education

2011 Student Action with Farmworkers Outstanding Alumni Award for Commitment to Social Justice

2010 American Anthropological Association Council on Education New Scholar Award

2010 University of Georgia Graduate School Travel Award, $700

October 2014 7

2009 Genelle Morain Award for Excellence in Graduate Teaching, Department of Language and Literacy Education, $600

2009 University of Georgia Outstanding Teaching Assistant Award, Department of Language and Literacy Education

2009 University of Georgia Graduate School Travel Award, $150

2009 Language and Literacy Education Graduate Organization Travel Grant, University of Georgia, $100

2008 University of Georgia College of Education Centennial Scholar, $1,000

2008 University of Georgia President’s Venture Travel Fund, $200

2002 Rotary International Fellowship – Ecuador, $5,000

2000 Shenandoah University TESOL Fellowship, 2000 – 2002, $3,480 PROFESSIONAL SERVICE EDUCATION 2013- 2014 Conference proposal reviewer, Council on Anthropology and Education,

American Anthropological Association 2013-2014 Member, Task Force on Membership, American Association of Applied

Linguistics 2013- Member, Council on Anthropology and Education Committee on

Privatization, Markets, and Neoliberalism in Educational Contexts 2012- Reviewer, Critical Education

2012- Reviewer, Democracy and Education 2012 Reviewer, Paulo Freire, Critical Pedagogy and Emancipation Special

Interest Group, American Educational Research Association 2011- Reviewer, International Journal of Multicultural Education

2011- Reviewer, Internet TESL Journal 2010- Editorial Review Board, TESOL Journal

2009 Reviewer, The First Triennial Conference on Latino Education, Center for Latino Achievement and Success in Education (CLASE), 2009

2009 Reviewer, Paulo Freire Special Interest Group, American Educational Research Association

2008 Invited workshop, Academic Writing for International Graduate Students, Adult Education Forum for International Students, University of Georgia, October

October 2014 8

2008 Invited presentation, Writing Pedagogy for English Language Learners, University of Georgia, September

2008-2009 Editorial Review Board, Journal of Language and Literacy Education 2007-2008 Reviewer, Journal of Language and Literacy Education

2007 Graduate student representative, TESOL Faculty Search Committee, University of Georgia

2007-present Reviewer, TESOL Resource Center, TESOL 2005 Chair, North Carolina Migrant Education Program Conference

2004-2006 Chair, North Carolina Migrant Education Program Advisory Council 2002-2004 Consultant, State of North Carolina Standards for English Language

Proficiency 2001-2003 Board of Directors, Latino Advocacy Coalition of Henderson County, NC

2015 General Education Theme Coordinator, Critical Consciousness: Learning for Equity and Justice (4 year term)

2014 University Social Justice Collaborative, member (3 year term) 2014 RCOE Dean Search Committee, member

2014 Curriculum and Instruction Chair Search Committee, member 2014 General Education Theme Development, coordinator

2014 (April) Presentation for ASU chapter of Collegiate Middle Level Association Conference

2013 Race Workshop Series, co-facilitator 2013 Chancellor’s Commission on Diversity, member (3 year term)

2013- Doctoral Program Policy Committee, member (3 year term) 2013-2014 NCATE Review Committee, Standard IV, member

2010-2013 RCOE Diversity Committee, member 2012 University Intensive English Institute Planning Committee

2011 IREX International: Teaching Excellence and Achievement Program, English Language Teaching strand

2010-2011 Appalachian State University Teacher Education Council, member 2010 IREX China: Teaching Excellence and Achievement Program, English

Language Teaching strand

UNIVERSITY SERVICE EDUCATION

PUBLIC SCHOOLS SERVICE EDUCATION

October 2014 9

2014 Camp Tigres 2011- 2014 Thursday Thinkers/Tuesday Tutors Program, Hardin Park Elementary

School

Teachers of English to Speakers of Other Languages (TESOL) American Educational Research Association (AERA)

• Paulo Freire, Critical Pedagogy and Emancipation Special Interest Group • Critical Educators for Social Justice

American Anthropological Association (AAA) • Council on Anthropology and Education

International Society for Language Studies (ISLS) American Association for Applied Linguistics (AAAL)

• Task Force on Membership RESEARCH INTERESTS EDUCATION

ESL teacher education Coteaching for English language learners (ELLs) Adolescent ELL literacy practices Critical pedagogy and language learning Qualitative methodologies Arts-based research TEACHING INTERESTS

EDUCATION

Language and culture in the classroom Critical multicultural education Literacy development in ELLs Qualitative approaches to research in language education

PROFESSIONAL AFFILIATIONS EDUCATION

Department  of  Curriculum  and  Instruction    P&T  Guidelines  

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Appalachian State University Department of Curriculum & Instruction

Promotion and Tenure Guidelines  

Faculty   in   the   Department   of   Curriculum   and   Instruction   are   dedicated   to   Appalachian   State  University’s   tradition   of   educating   exemplary   teachers;   the   faculty’s   actions   as   teacher   scholars  are  reflective  of  this  tradition.  In  order  to  maintain  this  commitment,  the  teacher  scholar  engages  in  teaching,  scholarship,  and  service,  activities  that  are  grounded  in  the  research  and  knowledge  base  not  only  in  the  field  of  teacher  education  but  also  in  a  multitude  of  interrelated  fields.    

The  teacher  scholar  possesses  a  knowledge  base  related  to  teaching  practices  that  may  be  unique  to   higher   education.     This   knowledge   is   gained   from   professional   experiences   in   the   field   of  education;   immersion   in   the   literature   and   research   base   through   ongoing   scholarship;   facility  with  developing  standards-­‐based  curricula/assessments;  continued  interaction  with  students  as  a  mentor  and  advisor;  and  the  use  of  professional  reflection  to  improve  one’s  own  teaching.  These  practices  distinguish  teaching  in  the  realm  of  teacher  education  in  academia.  The  teacher  scholar  becomes  a  mentor   for   the  novice  and  master   teachers   in   their  classrooms  and   in  the  field.    The  teacher  scholar  not  only  demonstrates  but  also  attempts  to   live  the  best  practices  taught   in  the  teacher   education   curriculum.   How   the   teacher   scholar   continually   improves   practice,   keeps  current  in  the  field  to  inform  practice,  innovates,  reflects,  analyzes,  learns  from  mistakes,  and  sets  goals  for  excellence  -­‐-­‐  always  with  the  student  and  learning  at  the  center  -­‐-­‐  are  hallmarks  of  the  teacher  scholar's  practice.  

Each  teacher  scholar   investigates  areas  and  develops  expertise  in  disciplines  that   impact  teacher  education  and  the  learning  of  P-­‐12  students  in  the  schools.  These  include  fields  such  as  pedagogy,  content  areas,  developmental  and  cultural  studies,  media  and  curriculum  studies,  equity,  reform,  teaching  as  a  profession,  assessment,  teacher  research,  and  a  myriad  of  others  that  come  into  play  in   the  complex  and  dynamic   field  of   research   into   teaching  and   learning.  Ongoing   research   into  these  fields  serves  as  the  backbone  to  support  the  mission  of  the  department.  The  teacher  scholar  integrates   research   in  ways   that   support  both   individual  professional  goals  and   the  goals  of   the  department;   thus,   scholarship   may   take   on   many   forms,   including   ethnographies,   empirical  studies,   descriptions   and   analyses   of   practices,   collaborative   action   research,   and   conceptual  pieces.   The   teacher   scholar   is   concerned  with   research   as   praxis;   thus,   key   to   the   definition   of  scholarship  is  the  dissemination  of  research  in  a  range  of  peer-­‐reviewed  venues.  

The   teacher   scholar  does  not   always  work  alone.   The   teacher   scholar   actively   collaborates  with  others   to   contribute   to   the   profession,   to   practitioners,   and   to   the   institution.   In   addition   to  service  that  is  typical  of  higher  education  faculty  and  relevant  to  their  regional,  state,  and  national  

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affiliations,  part  of  the  work  of  the  teacher  scholar  is  ongoing  service  in  the  form  of  partnerships  with  area  schools  and  school-­‐based   faculty.  This   includes   the  development  of   relationships  with  professionals  in  the  field  to  collaborate  in  the  professional  preparation  of  novice  teacher  interns.  In  addition,   inquiry   into  practice  and   the  ongoing  co-­‐reform  of   schooling  and   teacher  education  are  vital  aspects  to  the  teacher  scholar’s  service  to  the  public  schools  and  their  communities.  This  partnership  with  schools  and  communities  takes  the  form  of  consultancies,  institutes,  workshops,  mentorships,   and   task   forces.   The   development   and  maintenance   of   these   partnerships   is   time  and  labor  intensive  and  is  recognized  as  part  of  the  role  of  the  teacher  scholar.  

Teaching  

Teaching  is  an  activity  in  which  faculty  engage  as  teachers,  as  advisors  to  students,  and  as  partners  with  public  schools.    

Required  Evidence    

• Statement  of  teaching  philosophy  and  description  of  teaching  and  learning  strategies  • Syllabi  and  other  documents   that  show  evidence  of  careful  planning  and  organization,  

clarity  of  expectations,  and  fairness  in  the  evaluation  of  student  performance  • Documentation  of  teaching  and  student  learning  Teaching  should  reflect  state  licensure  

regulations  and  content   included   in  PRAXIS  examinations  as  well  as  state  and  national  standards  of  applicable  professional  organizations  and  accrediting  agencies  (e.g.,  NCATE  unit   standards,   state   and   national   program   standards);   teaching   should   also  demonstrate  use  of  the  RCOE  conceptual  framework  in  courses  taught,  and  include  the  effective  integration  of  technology  as  appropriate  

• Student  evaluations  for  all  fall  and  spring  semester  classes.  The  type  of  evaluation  may  vary.   However,   the   instrument   must   directly   address   the   quality   of   instruction   and  include   a   series   of   approved   core   items   held   constant   for   all   faculty   members.   The  evaluation  must  be  administered  without  the  instructor  present,  and  students  must  be  able  to  respond  anonymously  

• Narrative   summary   of   evaluations   for   the   period   under   review   The   narrative   must  include  a  description  of  ways  student  evaluations  are  used  to  improve  instruction.  

• Peer   and/or   chairperson   reviews.   A  minimum  of   one   peer   review,   using   the   standard  form,  must  be  conducted  each  semester  for  all  non-­‐tenured  faculty.  The  review  must  be  conducted  in  two  different  courses  and  by  two  different  reviewers  (one  may  be  from  an  allied   department).  One  of   the   reviewers  must   be   tenured.   Tenured   faculty  members  are  required  to  have  one  peer  review  every  two  years  

• Student  advisement  documents  (e.g.,  accessibility  to  students,  accuracy  of  advisement,  successful  mentoring  of  students,  knowledge  of  program  policies  and  procedures)  

 

Department  of  Curriculum  and  Instruction    P&T  Guidelines  

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Additional  Evidence  

• Teaching   evaluations   for   summer   courses,   journal   reflections,   and   formative   course  evaluations    

• Mentoring  and  collaboration  activities  with  colleagues    • Supervision  of  student-­‐directed  scholarship    • Communication  from  students,  alumni,  and  colleagues    • Major  revision  of  courses    • Acknowledgements/honors  for  excellence  in  teaching    • Professional  development  school/university  public  school  partnership  activities    • Service-­‐learning  implementation    • Supervision  of  practicum/internship  experiences    • Working  with  practitioners      

Quality  of,  and  Productivity  in,  Scholarship,  Research,  and/or  Creative  Activity  

Research  may  be  reflected  in  a  variety  of  ways.  It  may  be  the  creation  of  new  knowledge  through  theorizing,  and/or  inventing;  it  may  be  the  integration  of  new  knowledge  with  existing  knowledge;  it  may  lead  to  the  application  of  knowledge  to  provide  benefits  to  society  and/or  the  improvement  of   teaching   and   learning.   Collaboration   and   individual   work   are   equally   valued.   Long-­‐term   and  ongoing  projects  with  appropriate  evidence  may  be  used  to  document  potential  and  commitment  to   future   scholarship.   A   narrative   may   accompany   tenure   materials   to   provide   evidence   for   a  cohesive  research  agenda  as  well  as  potential  for  future  scholarship.    

Required  Evidence    

• Publication  of  articles  in  refereed  journals*    • refereed   papers   published   in   conference   proceedings*   and/or   peer   reviewed   book  

chapters*  and/or  presentations  at  refereed  professional  conferences*    

*and/or  the  equivalent  in  creative  scholarly  products  related  to  one’s  field    

Additional  Evidence  

• Publication  of  a  book,  textbook  supplement,  or  monograph    • Publication  of  curriculum  materials  or  computer  software    • Authorship  of  book  chapters  in  edited  books    • Paper  published  in  conference  proceedings    • Invited  article  or  book  chapter    • Publication  of  article  in  non-­‐juried  journal    • Authorship  of  technical  reports    • Funded  competitive  grants    • Competitive  grants  written  and  submitted    

Department  of  Curriculum  and  Instruction    P&T  Guidelines  

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• Funded  solicited  grants    • solicited  grants  written  and  submitted    • Presentations  at  non-­‐juried  professional  conferences    • Invited  presentations  at  professional  conferences  (refereed  or  non-­‐juried)    • Presentations   to   community   organizations   related   to   a   faculty  member's   professional  

expertise    • Keynote  addresses/presentations    • Media  presentations  and  television  programs    • Editorship  of  books,  manuals,  or  journals    • Editorship  of  newsletters    • Membership  on  editorial  boards  of  scholarly  publications  • Published  reviews  in  professional  journals    • Critique/evaluation  of  unpublished  manuscripts  for  a  publisher  or  the  

critique/evaluation  of  a  new  edition  of  a  published  book    • Formal  study  related  to  academic  area    • External  evaluations  or  reviews    • Invitations  to  review  the  tenure  or  promotional  materials  of  others    • Evidence  of  research  in  progress    • Eligibility  for  membership  on  the  graduate  faculty    • Acknowledgement  or  honor  for  research/creative  activity    

University,  Professional,  and  Community  Service  

Professional  service  is  manifested  in  activities  that  contribute  to  the  public  welfare  or  the  common  good,  call  upon  faculty  member's  academic  and/or  professional  expertise,  and  directly  address  or  respond  to  real-­‐world  problems,  issues,  interests,  or  concerns.    Within  this  area,  a  faculty  member  can  show  evidence  over  time  in  the  various  areas  of  service:  to  the  profession,  to  practitioners  and  community,  and  to  the  institution.  

Required  Evidence  

• Service  on  department,  program  area,  and  college  committees    • Shows   evidence   of   active   participation   in   department,   program   area,   and   college  

activities    • Memberships  and  participation  in  professional  organizations    • Ongoing/sustained   service   to   public   schools   and/or   community   service   in   one’s  

academic  area    

Additional  Evidence  

• Participates  in  curricular  and  program  development    • Leadership   and   organization   of   off-­‐campus   programs   (unless   contracted)   including  

international  programs    

Department  of  Curriculum  and  Instruction    P&T  Guidelines  

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• Participates  in  recruitment  and/or  scholarship  activities  for  students    • Coordinates  program  area(s)    • Service  on  university  committees    • Participation  in  university  meetings    • Leadership  on  department,  college,  and  university  committees    • Service  on  special  task  forces    • Advising  of  student  educational  groups    • Involvement  with  student  activities,  organizations,  and  programs    • Activities  in  professional  organizations    • Activities  for  education  agencies/policy  boards    • Accreditation  activities  (e.g.,  NCATE,  SACS,  DPI,  other  professional  organizations)    • Sustained  engagement  with  practitioners    • Inservice  and  workshop  activities  for  schools  or  districts    • Professional  consultation    • Leadership  and/or  volunteer  work  for  schools  or  districts    • Activities   in   the   community   related   to   one's   academic   area   (e.g.,   consultation   for  

educational   organizations;   consultation   for   civic,   community,   and/or   government  organizations  providing  professional  services  to  individuals  and/or  groups;  presentations  designed  to  enhance  the  public's  understanding  of  one's  field)    

• Mentoring/collaborating  with  colleagues  related  to  professional  work    • Conducting  a  peer  review    • Acknowledgement  or  honor  for  service  activities    

Full  Professor  

The   full   professor   in   the   Department   of   Curriculum   &   Instruction   is   a   teacher   scholar.   The  teacher   scholar   engages   in   teaching,   scholarship,   and   service   activities   that   are   grounded   in  research   and   knowledge   in   the   field   of   teacher   education   as   well   as   in   related   fields.   The  teacher   scholar   demonstrates   a   consistent   record   of   performance.   For   appointment   or  promotion  to  this  rank,  a  candidate  must  have  met  the  qualifications  of  the  previous  rank  (See  associate  professor  requirements   in  the  Faculty  Handbook)  and  the  requirements  for  years  of  service  as  designated   in   the   faculty  handbook.  The  criteria  below  serve  as  a   spring  board   for  faculty  members  to  provide  documentation  of  accomplishment  and  to  develop  narratives  that  highlight   their   areas   of   expertise   and   distinction,   thus   building   a   case   for   promotion   to   full  professor,  grounded  in  their  own  experiences  and  goals.    

The  full  professor:  

Has  an  established  and  current  record  of  excellence  in  teaching  as  demonstrated  by  evidences  such  as  the  following:  

Department  of  Curriculum  and  Instruction    P&T  Guidelines  

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• a  commitment  to  standards  of  the  profession  as  reflected  in  syllabi,  course  assessments,  and  teaching  practices  

•   providing   leadership   in   teaching   in   the   department,   college,   university,   and   the     profession  

•   the  use  of  professional  reflection  and  data  to  improve  one’s  own  teaching,  for  example  peer  reviews,  student  evaluations  and  action  research  

•   modeling  best  practices  taught  in  the  curriculum,  improving  practice,  keeping  current  in  the   field   to   inform   practice,   innovating,   reflecting,   analyzing,   learning   from  mistakes,  and  setting  goals  for  excellence-­‐-­‐always  with  the  student  and  learning  at  the  center  

•   demonstrating  a  knowledge  base  gained  from  professional  experiences  in  the  field  and  immersion  in  the  literature  and  research  base  through  ongoing  scholarship  

•   developing   relevant   curriculum   for   courses   taught   and   working   with   and   providing  leadership   to   colleagues   to   improve   the   curriculum   of   programs   in   their   areas   of  expertise  

 Has   a   significant   cumulative   and   current   record   of   research   or   creative   activity   resulting   in  publication  or  comparable  productivity  as  demonstrated  by  evidences  such  as  the  following:      

•   demonstrating  expertise  in  disciplines  that  impact  teacher  education  and  the  learning  of  P-­‐12  students  in  the  schools,  or  positively  impact  related  fields  

•   engaging  in  ongoing  research  into  the  fields  which  serve  as  the  backbone  to  support  the  mission  of  the  department  

•   integrating   research   in   ways   that   support   both   individual   professional   goals   and   the  goals  of  the  department  

•   dissemination  of  research  in  a  range  of  peer-­‐reviewed  publications  •   dissemination   of   peer-­‐reviewed   research   through   presentations   at   professional  

conferences  and  in  other  venues  •   fostering  research,  for  example  dissertation  committees,  research  journal  review  boards  •   engaging  in  grant  writing  or  grant  related  activities      

Has   an   established   record   of   significant   cumulative   and   current   service   to   the   profession  including  excellent  ability  and  willingness   to  participate   in  department,   college  and  university  affairs  as  demonstrated  by  evidences  such  as  the  following:      

•   actively  collaborating  with  others  to  contribute  to  the  profession,  to  practitioners  and  to  the  institution  relevant  to  their  regional,  state  and  national  affiliations  

•   performing  service  in  the  form  of  partnerships  with  area  schools,  business,  industry,    or  other  service  sectors  

•   developing  relationships  with  professionals  in  the  field  •   inquiring  into  practice  and  the  ongoing  co-­‐reform  of  schooling  and  teacher  education  •   mentoring  pre-­‐service  candidates  as  well  as  novice  and  veteran  teachers  •   serving   as   an   effective   student   advisor   and   continued   interaction   with   students   as  

mentor  and  guide  

McClure Tenure October 2014

Teaching

My path into teaching and education has been a non-traditional one. Without knowing it, my career as an educator began in the outdoor classroom of the Guatemalan jungle. Serving as a human rights observer during the last year of Guatemala’s civil war, I soon found myself teaching Spanish to a group of Mayan refugee women. Despite the lack of a common language, the civil war had inflicted upon everyone the common experiences of loss, grief, suffering, and prolonged struggle. As I fell into my new role as a teacher, what had begun for me as a commitment to justice, dignity, and human rights evolved into a fascination with the power of language and education to heal, to transform, and ultimately to build up one’s sense of worth and identity. Over time, our language sessions evolved beyond the traditional roles of teacher and students into an engaged and dialogic learning community, and I bore witness to the intimate and dynamic relationship between education, dialogue, and empowerment. As a result of my experiences in Guatemala and later as a teacher of English language learners (ELLs) in public schools, my teaching philosophy is guided by a commitment to educational equity and social justice. My understanding of social justice considers two different aspects. The first is that a socially just society recognizes and values the inherent worth and dignity of all people. In addition to promoting equitable relations on a social level, social justice demands that institutions, policies, and practices allow for equitable access to material and educational resources. Further, my pedagogy is informed by the notion of praxis that emphasizes a cycle of critical reflection and action towards positive social change. I recognize schools as one of society’s most prevalent and influential cultural institutions, a reality that uniquely positions teachers with the opportunity to inspire and empower young citizens towards critical and thoughtful participation in a democratic society. Consequently, I strive to maintain a healthy balance of critique and hope, concern and imagination in my teaching, working to engage learners in an active process of social inquiry. I firmly believe that in order to promote educational equity, we must name, examine, and understand historical and structural inequities in education. As an example, teaching about the importance of bilingualism and biliteracy for ELLs without discussing connections between language, identity, and emotion, or the punitive history suffered by non-native English speaking student perpetuates historical and educational amnesia. To teach for equity requires a commitment to understanding inequality. I encourage students to use their own experiences as one source of knowledge and reflection, and to consider their experiences in relation to others that we examine through case studies, statistical data, and course readings.

My teaching style is collaborative, dialogic, and inquiry-based, and I attempt to continuously position myself as a student and a learner within my own classroom. Because I truly believe that learning is a dialogic and socially constructed moment, I frequently participate “as a student” in the classroom activities that I design. Through my teaching I seek to develop collaborative partnerships and engage with my students in producing creative and meaningful work that contributes to our

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shared goals of becoming better teachers and curious, inquisitive learners. I draw on the experiences, talents, and cultural backgrounds of those involved and often incorporate music, poetry, technology, and other creative outlets. Throughout this process, I promote candid dialogue as a tool to sustain our work and facilitate community building within the classroom. My ultimate goal is for all learners to become engaged and invested participants in a learning community where they feel both valued by and responsible to the collective.

My experiences in the “formal” education institutions of public schools and universities confirm my observations from Guatemala: a learning environment that encourages and sustains individual notions of identity and value is essential for fostering vibrant, productive learning communities. My vision and philosophy of teaching recognizes experience, dialogue, and the arts as essential components of teaching and learning. It relies as much on compassion, creativity, and outreach as it does on standards, assessments, and classroom management. Ultimately, it rests on the foundation that education is, at its core, concerned with expanding our human capacity for understanding and creating a more just and equitable society. I believe such a vision is essential if education is to provide thoughtful and responsive solutions to the complex issues facing our communities today.

Indicator 1: Student Evaluations For the most part, students evaluate my teaching as highly effective. Across all of the courses I teach, students frequently comment on my organization, accessibility, enthusiasm, and the passion I bring to the classroom. I am especially pleased to see a significant number of qualitative responses (below) that affirm my ability to create a welcoming and comfortable classroom environment where students feel challenged and open to discuss ideas with one another and with me. The charts below provide summary data for every semester since Spring 2012 when the RCOE adopted a common course evaluation instrument. With the exception of Spring 2014, students have rated my courses consistently above 4, and my average for all semesters is 4.39. Also, looking specifically at how students evaluated me as the instructor, I have an average rating of 4.56 (n=218). These scores are above the departmental average for both Course Overall and Instructor Overall for the period Spring 2012-Spring 2014. Raw course evaluation data for all courses by semester are available below.

CI Course Overall: 4.27 CI Instructor Overall: 4.4 McClure Course Overall: 4.39 McClure Instructor Overall: 4.56

Course Evaluations from Fall 2010 - Fall 2011 Prior to Spring 2012, I used the RCOE Survey tool to conduct end of course evaluations. I used a set of Likert scale questions very similar to the scale currently used in the RCOE. Possible responses to questions included Strongly Agree, Agree, Undecided, Disagree, and Strongly Disagree. With the exception of Fall 2011, students consistently rated my teaching on all items above 4.0 (n=124). A summary chart is available below. Raw course evaluation data for all courses by semester are available below.

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McClure Tenure October 2014

Qualitative Student Comments These quantitative data demonstrate consistently effective teaching at or above departmental averages. I have also included qualitative data below to highlight some of the areas of my teaching that students chose to comment on. One of the most important goals for me as a teacher is to create a safe, comfortable, and productive learning environment where all students feel compelled to contribute to the collective endeavor of building a learning community. The comments below reflect my attempts to create such an environment in my classrooms over the past four years at Appalachian State University. "McClure's strength is his passion for opening up conversations about difficult matters in hopes of stimulating change. He is very interested in multi-cultural education and does a wonderful job of encouraging his students to be also. Very knowledgeable and passionate. Created a very open and safe environment where everyone was welcome and encouraged to share their opinions, which was very much appreciated." "This class was one if not the best class I have taken in this program. I have learned a lot about me as a person and how I need to incorporate diversity and meet the needs of all students getting to know them individually and not as a label. "My favorite class of the semester and favorite education class I have ever taken!" "One of the best teachers I have ever had at ASU." "Greg's class was probably my favorite all semester. We only met once a week but the material was clear and concise and always relevant. Through his course I have found a new understanding and appreciation for the variety of culture I will one day have in my classroom. He has prepared us for a reality in a way I don't think any other professor could have."

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McClure Tenure October 2014

"I think you are a great teacher that really cares and wants to know what's going on with everyone. I appreciate the time and effort you put into our Block I. You are a wonderful person and I will never forget you! :) My block 1 experience was excellent!" "Teacher was amazing and considered everyone's opinion. He's encouraging and taught the material well. There was well planned discussions and class was always Involved in each discussion. Teacher is a role model!" "Dr. McClure has a way of making students think about things from varying points of view; he does not merely "give answers", but facilitates learning and allows students to make connections that are their own." "We had such stimulating and genuine discussions about multicultural topics. I felt everyone was encouraged to express their opinions. I did not feel intimidated at all by the professor or my peers. I truly enjoyed this learning experience." Learning from Students

While the majority of my course evaluations demonstrate effective teaching and my ability to create an engaged learning environment, there are also areas for growth and improvement. In particular, several students over the years have commented on the need to discuss course readings more explicitly in class. Reflecting on my practice in light of these comments, I realize that I often rely on students to read assigned readings at home, and then I use time in class to model examples and discuss application of key concepts. This often overlooks the need for clarification on difficult terms or concepts. One way I have responded to these comments is to make frequent use of reading guides. These are basically note-taking guides that highlight key information and concepts from the readings, and they also serve as a model for how to scaffold reading and note taking for English Language Learners. These reading guides have helped me address the content in the readings more explicitly, and my students frequently comment on the value of these tools. Another issue that has come up in my course evaluations relates to the repetition of material in the course readings. This has been a concern mainly due to the fact that until Fall 2014 I have used a collection of articles and book chapters for the course readings instead of a single textbook. As most of the readings were stand-alone articles, many of these include portions of similar material, often what is needed to create context for the article. Beginning in Fall 2014, I decided to use a rental text as the anchor for the course. I still use some outside readings to supplement the text, but I believe this change will address student concerns regarding repetition of material. Finally, during the Fall of 2011, I co-taught CI 3553 with Dr. Shanan Fitts. This provided an excellent opportunity for collaboration and learning from a respected colleague. Dr. Fitts and I shared instructional responsibility and spent a significant amount of time planning together. However, student evaluations indicated that we needed to be more consistent in terms of our grading and

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feedback policy for students. Admittedly, co-teaching is challenging endeavor; it requires teachers to be open to sharing instructional space, resources, and decisions. While Dr. Fitts and I regularly consulted one another and were thoughtful and deliberate in our course design, we will need additional planning and support in future co-teaching efforts.

Indicator 2: Faculty Peer Evaluations Each semester I engage in a process of horizontal evaluation of teaching with my colleagues. I believe that teaching observations should be dialogical, two-way encounters that serve to shape and influence teaching practices for both parties. Horizontal evaluation between colleagues is quite different from hierarchical evaluations that come from a direct supervisor. I appreciate the opportunity to observe colleagues teaching in their fields of expertise and welcome the feedback I receive in return. Both my teaching and my thinking about teaching are enhanced from this process. Below I have provided copies of peer observations completed by my colleagues. Peer observers include colleagues with expert knowledge in my content area such as Dr. Fitts, as well as senior faculty leaders in our department like Drs. Groce, Jacobson, and Colby. Some common themes that emerge from my colleagues' observations include my ability to • create a comfortable and welcoming environment,

• promote a constructivist and dialogic learning environment,

• engage students in critical thinking and analysis,

• implement a variety of participation structures, and

• my depth of content knowledge

Faculty Peer Evaluations of my teaching are available here. Indicator 3: Student Letters of Support and Student Work For the third indicator of my teaching at ASU, I have included a combination of student letters of support, unsolicited feedback from students and faculty, and student work samples. As indicated in my teaching philosophy, I strive to create a classroom learning environment that fosters a sense of care and community. The student letters and the unsolicited feedback below speak to my ability to achieve this goal on a consistent basis. I purposefully selected students in an effort to provide feedback from the full range of students with whom I have worked. I requested letters from former, recent, and current students, and also sought letters from students from every course I have taught here at ASU. Student letters come from undergraduate, masters, doctoral students, and a student for whom I served as Faculty Advisor for her Honor's Thesis. In addition, the courses in which these students were enrolled represent a wide range of instructional contexts, from face-to-face, completely online, hybrid, and courses with field experiences and service learning components. Obviously, self-selected letters will present a biased view of my teaching; however, when examined in combination with student course evaluations and the student work samples below, I believe

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these letters speak to my efforts at building a caring learning community and working to inspire students to action. Below I have excerpted a few quotes from three of the letters.

"He also created such a positive classroom culture that we looked forward to coming to class to learn as well as spend time with our second “family”. Comments from many of my colleagues confirm that I am not alone in this impression of Professor McClure... It is no doubt that Dr. McClure cared deeply for us as people, as well as learners." Michelle Mack, CI 5045 2010 "Dr. McClure has proven to be a professor who truly cares about his students, and also takes action for his student’s needs and welfare. He has met with me outside of class on multiple occasions for different purposes. Dr. McClure is intentional in making it clear to his students that he is available, willing and even eager to serve his students outside of class. This is a remarkable, rare and outstanding trait of a professor... Dr. McClure possesses a passion for cultures and students with diverse needs, which was evident through both courses. His display of this passion brings forth a call to action for future teachers " Jordan Thompson, CI 3000/3553 "I have had the opportunity to have Dr. McClure as a helpful advisor in my academic life at Appalachian. He has graciously accepted my request to meet on numerous occasions about my academic goals and has given me many helpful resources for further learning... I have personally experienced Dr. McClure’s commitment to the holistic learning of his students and he has been one of the most noteworthy professors I have had the opportunity to learn under throughout my four years at Appalachian." Sarah Bohn, CI 3000/3553

Full text of letters from seven students and a combined document of unsolicited feedback from students and faculty are available here.

Student Work In this section, I have included several work samples that students have created in my courses. As a teacher I try to engage students in authentic and meaningful learning activities. I believe it is important to model this for pre-service teachers to help them think about designing effective learning activities that promote curiosity, analysis, and problem-solving. Students at all levels find it difficult to invest in learning activities that fail to engage the mind or make connections to them on personal levels. My Block I students comment on this frequently regarding the worksheet driven environment they observe in area schools. I strive to make learning activities relevant for my students, both in terms of thinking about their preparation as future teachers, as well as encouraging them to be critically reflective regarding connections between their personal and professional lives. Below are a few examples that highlight the wonderful work that students have done in some of my courses. I have permission from all students to share their work. CI 3553 Language and Culture in Public Schools The first assignment students complete in CI 3553 is a Language and Culture Memoir. The purpose of this assignment is to provide time and space for students to reflect deeply about the broad

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cultural influences in their life and to consider how those influences will inevitably focus their lens when working with students and parents who may come from other cultural backgrounds. The assignment description is below: “So, if you want to really hurt me, talk badly about my language. Ethnic identity is twin skin to linguistic identity—I am my language.” ~ Gloria Anzaldúa For educators interested in issues of language and culture, self-reflection on the relationship between the two is vital. For this project you will explore your own cultural and linguistic identity as a starting point for examining language and culture in public schools. By examining our own attitudes, beliefs, cultural values, and behaviors, we begin to discover what has influenced the ways we see and interpret the world. This may involve an exploration into your family’s experiences with immigration and/or relocation. What languages have been spoken in your family? Consider regional differences and the ways dialects come into play. You might describe a time when you felt extremely proud of your cultural and/or linguistic heritage and a time when you felt embarrassed. The final product for this project may take many forms, but will ultimately include a written reflection on the linguistic and cultural aspects of your identity. I selected Katrina's memoir for several reasons. Her work demonstrates the ability to address the core content of this assignment in a creative and engaging way. Often times, students overemphasize the creative and technological aspects and fail to engage substantively with the academic questions in this assignment, resulting in more of an autobiography. Students struggle with discerning their "culture" and are challenged when asked to reflect on language and dialect issues in their lives. A common refrain laments "We've always only spoken English." Katrina's work makes meaningful connections to some of the nuances we try to address in this course--namely that we all have unique cultural and linguistic histories that shape who and how we are in the world. She conducts insightful analyses regarding dialect and language differences in her family, both in terms of geography and cultural influences.

CI 5045 Advanced Topic in Diversity In CI 5045 I have developed an action-oriented project for the course called the Multicultural Education Praxis Project. This project is grounded by a Freirian understanding of praxis. In the simplest of terms, praxis is reflection and action upon the world in order to transform it for the better. Both pieces, reflection and action, are equally important. In the long haul of working for positive social change, reflection without action is only empty conversation. On the other hand, without reflection, we have only blind activism, action for action’s sake. Neither of these alone can transform unjust or inequitable policies and practices. In this project, students have an opportunity for action and reflection. They must conduct an initial reflection and consider any areas of bias or concern they may have regarding working with diverse students. This process can lead to discovering elements of bias, often unconscious, in our teaching and/or personal lives. After the

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reflection, students then conduct research on the area of interest related to the outcomes of their initial reflection and create an annotated bibliography. The next step of this project is to actually gain some firsthand experience in a setting related to their topic. Students may choose to either conduct an in-depth ethnographic interview with someone or act as a participant observer in a setting related to their topic. This aspect of the project is often the most powerful, as it puts students in direct contact with parents, students, etc. with whom they have limited experience and/or understanding. The final aspect of the project asks students to reflect on what they have learned in the first three phases of the project and to take some action to address the problem. This often takes the shape of designing a Professional Learning Community for their school or a Unit Plan for their grade level. The four components of the project include:

• Reflect • Learn (Annotated Bibliography) • Experience (Ethnographic Interview or Observation) • Act!

Here are two examples of Praxis Projects that students have created in CI 5045. Click on the names to access the documents. My commentary on the projects is below.

Bolick: The most powerful Praxis Projects are those that emerge from students' interests and experiences. This first project included here addresses student engagement for native Spanish-speaking elementary school students through the use of Spanish language and bilingual reading materials. In her initial reflection, Joanna discussed her frustrations as a tutor in a school with very limited bilingual resources. Not being a Spanish-speaker, Joanna was initially quite intimidated by her topic. However, through her readings, conducting an interview, and making several visits to the West Asheville Library, she realized the potential impact her project could have on her students and her school. In the end, Joanna not only created a research-based resource guide for selecting and using bilingual books, she also coordinated a school-based workshop with the West Asheville children's librarian. This is PRAXIS!

Williams: This second project by Angel Williams examined how home visits can help classroom teachers come to understand students and families living in poverty. This project emerged from Angel's discomfort around working with students and families living in poverty. In her project, Angel found several key articles and teaching resources to strengthen her knowledge of students in poverty, but as she described it, "the real learning happened during my two home visits." As a result of her project, Angel developed a well-designed Professional Learning Community (PLC) for her school faculty. The materials here are the actual resources she developed and used in her PLC with faculty at her school. They include accessible research on poverty and home visits, as well as practical information regarding do's and dont's of conducting home visits. Her handouts and materials are designed to promote conversation and dialogue, but there is a clear structure here as well. She drew on academic research to develop a strong PLC, but was also was cognizant of the time constraints teachers face.

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The Research of a Teacher-Scholar

As a qualitative researcher, my research is largely informed by anthropology of education with an emphasis on ethnography, interviewing, and participant observation. These traditions highlight the importance of establishing strong authentic connections with participants. While I situate my research squarely within qualitative traditions, I cannot comfortably consider myself solely a researcher. I view teaching and research as intimately connected, one informing the other. Thus, while research is often privileged in academia, my teaching is integral to how I view myself as a scholar and researcher. I draw in part from Freire (1998) who suggested that the moniker teacher researcher is somewhat redundant, arguing that “research is not a quality in a teacher nor a way of teaching… [but] part of the nature of teaching practice” (p. 133). I agree that there is an intimate relationship between teaching and research, a recursive process that involves questioning, re-searching, and intervening, always in dialogue with learners. My research interests examine how sociocultural and political contexts come to bear on the education of culturally and linguistically diverse learners. As a teacher educator, the questions I pursue in my research are driven by my goal to prepare pre-service teachers to understand, appreciate, and educate students who may come from very different backgrounds. My interest in this area grows directly from my experiences with English Language Learners (ELLs) in North Carolina public schools. As both a teacher and program director I worked with countless students whose home cultures and native languages were discounted or misrecognized (Bourdieu, 1991) by educators as deficits to be curbed or corrected. My research is further motivated by the fact that while ELLs represent the fastest growing group of students in both North Carolina and the nation, academic achievement for these students continues to lag behind native English-speaking peers (NCES, 2012). I approach this work from two different perspectives.

The first line of inquiry focuses on ethnographically understanding Latin@ immigrant experiences in the “New South,” a term often cited to refer to the rise in the Latin@ population in the region in the last two decades. This involves exploring how Latin@ immigrant communities establish enduring networks to support positive social, cultural, and economic integration. These networks are vital in a regional climate characterized by mistrust and discrimination towards immigrants. This work also includes, among other issues, examining language use patterns in immigrant families in and out of school. Knowledge gained through this research informs my practice as a teacher educator in very direct ways. First, the knowledge gained often leads to revisions in the content I choose for my courses. Also, my work in the Latin@ community creates Service Learning opportunities for my students to become directly involved with immigrant students and families. This direct experience, either through tutoring, visiting homes, or serving as conversation partners, helps to challenge some of the misconceptions that students often have regarding immigrant students and their families. Often, students gain an understanding of the social, cultural, and economic contributions immigrants make to the region and develop a greater awareness of the issues immigrants face.

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My second line of research examines instructional practices for teaching ELLs in public schools, with an emphasis on understanding coteaching as an instructional model for teaching language and content. Coteaching is a model that has gained significant momentum in North Carolina, but is yet undertheorized. Much of what we know and implement regarding coteaching comes from research on its use with students with disabilities (Friend & Cook, 2007). In 2012, I conducted an interview study to explore coteaching here in North Carolina public schools. Preliminary findings indicate that coteaching is often mandated and teachers are given little say in whether or how their collaborative efforts will be structured. As a result, the difficult and complex issues of how coteachers go about sharing instructional space, resources, power, and decision making are often neglected. Further, in cases where coteaching is mandated, hierarchical relations between coteachers along racial, linguistic, and professional status categories are reinforced. From this work, I believe there is significant potential in coteaching for ELLs, but more research and professional development are needed. To extend my current research and contribute to the literature on coteaching ELLs, I am interested in examining the use of critical performative pedagogies from Boal’s (1979) Theatre of the Oppressed as a way to explore and collaboratively address institutional issues that impact coteaching for ELLs. The study will draw primarily on Forum Theatre, emphasizing opportunities for participants to re-present the challenges they face in coteaching and to intervene and suggest alternative actions and responses to those challenges. While Boal emphasized the advantages of working in safe spaces of homogenous groups (i.e. only ESL teachers), I believe it is critical to move toward practices that provide space for coteaching partners to examine these issues together. I will recruit no more than ten coteaching pairs to participate in a year-long collaborative study. Participants will meet monthly to participate in Theatre of the Oppressed workshops. Data collection will include field notes and video recordings of workshops, initial and follow-up semi-structured interviews with participants, and my own entries from a research journal.

Future Research Agenda The bulk of my research agenda is grounded in continuing the work of Project BAILE, documenting the experiences of immigrant students and families and the responses of non-immigrant residents in the High Country. This work to date has laid the foundation for emerging questions regarding language use and shift within families, the role of bilingualism as an academic asset, and understanding the unique experiences of mixed-status families. In addition to pursuing Project BAILE, I will note two emerging research projects that I am beginning to explore.

Multimodal/Multilingual Literacy Practices of Adolescent English Language Learners Through Project BAILE and the Service Learning work I do in CI 3553 (Language and Culture in Public Schools), I have become involved with Latinos Unidos, a club for English Language Learners at the high school. These students represent a range of diverse experiences and abilities with regards to proficiency in English and their native language. Many scholars have documented the difficulties immigrant adolescents face, and how schooling has tended to aggravate the situation by consistently failing to validate bicultural students’ cultural and linguistic identities (Cummins, 1996; Valdes, 2001). In response to this failure on the part of schools, many bicultural adolescents engage

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in a variety of literacy practices to mitigate the emotional and social stress associated with negotiating different, and often contrasting, cultural and linguistic norms. Mahiri and Sablo (1996), Moje (2000), Perry and Purcell-Gates (2005) and Yi (2007) have documented how these literacy practices often are leveraged in terms of agency and resistance to hegemonic contexts, emphasizing the positive potential of these practices in helping youth discover a voice and sense of empowerment that facilitates their ability to make sense of their daily lives. The purpose of this study is to examine the constraints and affordances that adolescent ELLs encounter as they navigate bicultural experiences across school, home, and the community. This study is particularly interested in the ways that these students make use of multimodal voluntary literacy practices in and out of school and how these practices contribute to identity development. What languages do bicultural adolescents use in these practices, and what factors mediate the language choices? Further, the study seeks to understand the ways in which these practices assist bicultural adolescents in negotiating the cultural tensions inherent in their process of adapting to life in a new country. Intercultural and Bilingual Education in Guatemala: From State Sponsored Initiatives to Transformative Practice Given the combination of its rich cultural and linguistic diversity and its long history of state sponsored violence and oppression against the indigenous population, Guatemala presents a unique context for examining the interactions between state educational polices and programs for implementing intercultural and bilingual education (IBE) and those initiated via grassroots efforts by indigenous peoples themselves. While Guatemala has a history of IBE going back at least four decades, Lopez (2006) argued that many state sponsored IBE initiatives narrowly emphasize the potential academic benefits while neglecting the political and emancipatory roots of IBE. In response to the ahistorical and apolitical thrust that has emerged in recent years, the Rigoberta Menchu Tum Foundation (RMTF) published Una Propuesta Pedagógica Para Transformar (2009). This document calls for educational reform in Guatemala that acknowledges the historical and political reality of Guatemala’s indigenous peoples and challenges what it identifies as assimilationist and colonialist ideology in state-sponsored programs that are funded in large part by USAID (i.e. Program for the Integrated Development of the Mayan People). As the RMTF begins to use this document to guide educational reform in indigenous communities I would like to conduct an ethnographic study of how indigenous communities in the highland region of Alta Verapaz department respond to this renewed emphasis on the political and emancipatory goals in IBE. Believe it or not, bilingual education is on the rise in North Carolina (NCDPI, 2013; Thomas & Collier, 2012). While this positive trend signals acknowledgement of the benefits of learning two languages, most of the bilingual education models being pursued are bereft of the liberatory and political goals that were at the heart of the bilingual education movement in the US during the 1960’s. My professional career as a language educator began in Guatemala, and I see a rich opportunity to examine different approaches to bilingual education in the Guatemalan context, where language

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learning is very much connected to identity and liberation. I believe these perspectives have much to offer US models that are often stifled by instrumental approaches oriented primarily toward achievement tests. I plan to draw on my previous work with Las Comunidades de Población en Resistencia (CPRs) in Alta Verapaz to identify communities for participation in the study. In addition, I plan to apply for funding from the Inter American Foundation as well as ASU’s Office for International Education and Development to support this work. Depending on timing, I anticipate coordinating fieldwork for this project with a request for Off Campus Scholarly Assignment in the next two years. Indicator 1: Publications The most obvious and comprehensive indicators of my work as a scholar are the publications that I have developed as a result of my research activity. This page provides access to all of my journal articles, book chapters, reviews, and other scholarly contributions. I have also included manuscripts of three articles that are currently under review with international journals. You will note that the majority of my work is coauthored with other colleagues. For me, collaborating with other colleagues in conducting research and writing adds an additional level of dialogue and analysis that extends my thinking and often contributes to higher quality scholarship. A full list of publications is available here.

Indicator 2: Project BAILE: Boone Area Immigration & Language Ethnography One notable aspect of my research agenda is Project BAILE, the Boone Area Immigration and Language Ethnography. As a teacher educator, I emphasize to my students the importance of understanding how social, cultural, and political context affect educational experiences for students and their families. The line of inquiry I am pursuing via Project BAILE strengthens my ability to articulate the ways these contexts come to bear on the experiences of English Language Learners in public schools. Since 2010, I have collaborated with Dr. Shanan Fitts on this long-term ethnographic project to gain a multilayered perspective of immigration and migration in the High Country. This work was initially supported by an Appalachian Foundation Fellows grant that Dr. Fitts and I coauthored during my first year at ASU. The project seeks to not only document the experiences of immigrants in the High Country, but to also capture the perspectives of non-immigrant residents. Fieldwork and interviews have involved a variety of participants across the region—including immigrants and educators, as well as business owners, service providers, religious leaders, government agencies, and non-immigrant locals from Wilkes to Mitchell Counties. We have conducted more than 40 interviews and have spent significant time as participant observers in public schools, at cultural events and celebrations, at community forums, and in participants’ churches and homes. Scholarly work resulting from Project BAILE includes five national conference presentations, one journal article accepted for publication by Anthropology and Education Quarterly—one of our field’s top journals publishing ethnographic research in educational contexts, and one manuscript currently under review by Critical Inquiry in Language Studies. While migration to the Southeast is no longer considered a new or recent phenomenon, there is little research

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documenting how rural communities like those of western North Carolina are changing and responding as a result of the presence of immigrants. Through Project BAILE we explore how and where immigrant and non-immigrant communities intersect and interact with one another in meaningful ways in the High Country. We see interesting historical similarities between the two communities, especially regarding experiences of linguistic discrimination and isolation related to regional and geographic realities. Further, as immigrant and migrant families “settle out” and establish long-term residence in their communities, there are increasing possibilities for rich multilingual and multicultural educational practices. In an era of increasing diversity in our state’s classrooms, I see this work as being vitally important to the future of public school research and practice.

As teacher educators, one of our goals through Project BAILE is to help build knowledge, empathy, and cross-cultural understanding among our teacher candidates who will soon be working with linguistically and culturally diverse students and families in North Carolina’s public schools. To this end, in addition to publishing academic articles we have also worked to create multimedia materials that are accessible to a wider audience. While these efforts are very much still in progress, the ethnographic voice and photo data we have collected thus far help to present immigrant families’ experiences in creative ways. The Project BAILE website is currently under development and will ultimately host a range of multimedia information regarding the project. Our hope is that through the use of video, still images, audio files and text, the Project BAILE website will become a valuable resource for pre-service teachers, practicing teachers, and university faculty interested in the intersections of language, culture and teaching.

Project BAILE is an ongoing ethnographic study. Engaged qualitative scholarship that seeks to provide rich ethnographic data requires significant time invested in building deep relationships with participants. Additionally, much of the ethnographic work in Project BAILE involves working cross-culturally and bilingually. These elements add significantly to the tasks of interpretation and analysis, and often position the researcher as an awkward “outsider.” In my opinion, this experience bodes well for promoting a reflexive research process that constantly encourages me to consider differences in access, power, and privilege. We continue to deepen our relationships with participants in Project BAILE and are currently revisiting and following up with original participants, as well as seeking out new ones. This fall (2014), we are revisiting immigrant participants from the study to collect survey data on basic demographic, language, and education. Our plan is to conduct these follow-up visits on an annual basis to develop a longitudinal data-set.

Indicator 3: Conference Presentations Maintaining a presence in national and international professional organizations is a key aspect of academic work. Over the years I have worked to make a comfortable academic home in several professional organizations. While I have presented at a wide range of conferences, most recently I have invested my energy into the American Anthropological Association's Council on Anthropology of Education (AAA) and the American Association of Applied Linguistics (AAAL). Presenting at these

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conferences creates invaluable opportunities to make connections with other scholars working in the same field, and often provides avenues for feedback, collaboration, and publication. My work with the AAA provides rich connections with scholars whose work ethnographically examines the educational experiences of immigrant and Latino communities. These connections strengthen my research into immigrant communities here in North Carolina and help to situate my work into a larger context. Involvement in AAAL keeps me abreast of the latest research into theory and pedagogy related to language teaching and learning, as well as current trends in bi- and multilingual education. I believe that the networking and collegial dialogue that occurs at professional conferences invigorates faculty and often provides key insights for our work both inside and outside the classroom. A typical "conference calendar" for me has involved presenting at AAA in the fall and AAAL in the spring. Due to budget constraints, this year I chose to not submit a paper to AAAL, and instead submitted a proposal to the North Carolina Association of Colleges and Teacher Educators (NCACTE). However, due to lack of funding for this conference, I did not present at NCACTE. As long as there is continued funding for faculty travel, I plan to remain active in presenting at AAA and AAAL conferences on an annual basis. A comprehensive list of international, national, and regional conference presentations is available here.

Service

Service is one of the three essential aspects of academic life. I enjoy working with colleagues in the C&I Department. Much of my service to the department has centered around developing courses and curricula to strengthen the department's efforts at preparing teachers for working with linguistically and culturally diverse students. This has involved working with a team of faculty to redesign CI 3000 so that the course content focused exclusively on linguistic and cultural diversity as opposed to the broader notion of diversity in general. I also played a leadership role in guiding the development of a new course (CI 3553 Issues of Language and Culture in the Public Schools). In both of these initiatives, I provided significant input into the course topics, readings, and assignments, and I also carried the proposals through the AP&P process. Most recently, I worked with colleagues in C&I and RESE to develop a Second Academic Concentration in this area, titled Language, Literacy, and the English Learner.

In addition to curricular and course development, I have been an active colleague in the department. I have participated in numerous events during new faculty searches in order to provide feedback in the hiring process. In the spring and summer of 2013, I was a member of the C&I Chair Search Committee. I have also served as a peer observer for Dr. Trevor Stewart (now at Virginia Tech), Dr. Lisa Poling, and Dr. Eric Groce. I attended Commencement Services in December 2011, May and December of 2012, and December 2013. I consider it an honor to represent the faculty and a responsibility to our students to be present on this important occasion.

My service at ASU has expanded beyond the department and college levels to wider university level committees and initiatives. This experience has allowed me to become more aware of broader

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campus resources, which has been a benefit to both my teaching and research. Additionally, these experiences have facilitated my ability to develop professional relationships with faculty and programs across campus. In addition to campus service activities, I try to stay connected to the teachers and groups in the Boone area, as well as to professional organizations in my field. Below I discuss three notable indicators of my commitment to service: service towards Diversity and Social Justice, service to the RCOE and Boone community, and service to the profession.

Indicator 1: Service towards Diversity & Social Justice Much of my service at ASU has focused on issues of diversity and social justice. Most recently, I have been invited to serve on the newly formed Social Justice Collaborative, an initiative that involves representation from all colleges across campus. While this group has just begun meeting in Fall 2014, we are beginning to map out broad goals for the collaborative and are working on the mission statement. Initial ideas include providing training on how to incorporate social justice work into courses, writing collaborative grants to promote social justice research, and hosting a conference on social justice and human rights. I am honored to be working with this collaborative.

In January 2013 I was invited by Chancellor Peacock to serve as the RCOE representative on the Chancellor’s Commission of Diversity. This is a three and a half year term ending in June 2016. This is an action-oriented committee that has worked to address some very concrete needs for a variety of diverse students, staff, and faculty. A few notable achievements include creating a comprehensive map and listing of gender neutral restrooms across campus and designating Rich Mountain Room in the Plemmons Student Union as a meditation and prayer space for use by individuals of all faiths. Finally the Commission created a comprehensive website that serves as a clearinghouse for all things “diversity” at ASU. This site provides a wealth of information and resources regarding courses, programs, and people. More importantly, however, the site provides an honest look at diversity by-the-numbers at ASU. ASU is the least racially and ethnically diverse institution in the UNC system, and the goal is to be honest about where we are in order to move forward. Indeed, this is a large group with many moving parts and priorities. I have been an active member in particular with two subcommittees. One is working to create a multicultural salon on campus to meet the needs of African American students, staff, and faculty, and the other is examining the need for bilingual resources in campus documents and recruitment materials.

During the fall of 2013, I collaborated with a group of faculty from Leadership and Educational Studies and Human Development & Psychological Counseling to design and facilitate a campus-wide workshop on race, racism, and privilege. This was a four-part workshop that engaged students, staff, and faculty in discussions about race as a social construction, the fallacy of “post-racial” America, and racism on campus at ASU. Approximately 50 students attended each of the first three sessions, and the final session involved a post-lecture discussion following Tim Wise’s presentation on Race in America.

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For three years (2010 – 2013) I served on the RCOE Diversity Committee, and during this time two initiatives in particular exemplify my service towards diversity and social justice: Choosing to Participate and Voices of Inspiration. During Spring 2013, I installed a walking poster exhibit titled Choosing to Participate. Created by Facing History and Ourselves, Choosing to Participate is part of a global initiative that encourages people to think deeply about the importance of participating in a democratic society. The interactive exhibit used posters presenting a range of historical images to encourage reflection and dialogue on issues like bullying, racism, and the implications of our civic choices. The exhibit provided prompts on posters, and I also created a handout and provided response boxes that allowed participants to engage and dialogue with the topics presented throughout the exhibit. One of the main goals for the project was to use the physical space of the new RCOE to encourage us to come together in conversation around complicated questions of prejudice and injustice and to consider ways in which we might make a difference.

In 2011, Dr. Nickolas Jordan and I conceived and organized Voices of Inspiration. Voices of Inspiration was a public performance-art event where students, faculty, and staff embodied and shared the voices of those that have inspired them to teach and work for equity and justice. The first event occurred in 2012 and was repeated again in 2013. Participants have shared excerpts from speeches and writings, as well as presented musical and other artistic performances that encouraged discussions around homophobia, racism, violence and abuse, and the role of imagination and advocacy in education. The events included a reading from Chancellor Peacock, performances by ASU’s Gospel Choir, and a multicultural puppet show by community artists at the Elkland Arts Center. Below is an unsolicited excerpt sent to me by an RCOE faculty member who invited his students to participate in the Voices event. Indeed, my goal is to provide events and opportunities that create the kind of ripple effect the student mentions.

Voices Quote: Firstly, I thought the voices of inspiration thing was awesome! I think it just really opened my eyes to see more clearly than ever before that everybody is inspired by common feelings and ideas, but they can stem from so many different places. It also empowered me with the knowledge that even individuals who don’t go on worldwide crusades and die as martyrs for their causes can still impact the world tremendously. For instance, neither I nor anyone else in class has ever heard of any of those people’s parents or grandparents or other loved ones, but that didn’t stop them from leaving a mark on their own world. You can change the specific reality that you live in, and hopefully that affects the realities of others in a positive light. It just really personified the essence of humanity, in my opinion. I also believe that inspiration has this sort of ripple effect, and that when it’s shared, it grows. That being said, I think the college of ed has created an environment conducive to growth and I’m glad that we have to opportunity to take part. Inspiration is a double edged sword though, so don’t inspire us unless you want us to inspire you right back."

Indicator 2: Service to the College & Community It is difficult to separate out service into distinct categories like department, college, university, and profession. Arguably, much of the service discussed above related to diversity and social justice

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could be considered service to the Reich College of Education. In addition to these efforts, I have served the Reich College of Education in several other official capacities (listed below). I will briefly discuss my recent efforts to increase the RCOE presence in the university’s General Education program.

During the 2013-2014 academic year, Director of General Education Michael Krenn formally invited the campus community to propose new courses and themes for Gen Ed. Beginning in January 2014, I worked closely with colleagues from C&I, LES, and the Honor’s College to develop a series of five new courses that focused on connections between education and critical consciousness. The theme is titled Critical Consciousness: Learning for Equity and Justice, and was approved by the General Education Council in Fall 2014. The goal of this theme is for students to examine the sociopolitical nature of learning; that is, how the building and understanding of new knowledge is influenced by power and privilege and cultural contexts based on race, ethnicity, gender, sexual orientation, religion, and ability. The RCOE does a tremendous job of graduating fabulous teachers, but that is not all we do. Part of the impetus for developing this theme was to reassert the RCOE into the broader campus discussions occurring around issues of sustainability, equity, and social justice. Education and the RCOE faculty have much to offer to the dialogue surrounding economic, political, and social questions of equity and participation in democratic communities, a fact that is sometimes overlooked in the broader campus community.

Courses in the theme: • FDN 2350 Unlearning Racism: Racial Literacy for Responsible Citizenship • FDN 2150 Discourses in Democracy: The Effects of Policy on Lived Experience • FDN 2250 Why Read? The Literature of Love, Learning, and Liberation • CI 2250 Education as the Practice of Freedom • CI 2350 Critical Media Literacy and/as Civic Engagement

Service Activities and Committees in the RCOE

• RCOE Dean Search Committee (Fall 2014) • Doctoral Program Policy Committee (2013-2016) • NCATE Standard 4 Committee (2012-2013) • IREX International: Teaching Excellence and Achievement Program (2011) • RCOE Diversity Committee (2010-2013)

Service Activities in the Community

• Camp Tigres (Summer 2014) • Tuesday Tutors program at Hardin Park (2011-2013)

Camp Tigres is summer camp program that Dr. Fitts and I had the opportunity to work with this past summer. The camp started in 2013 for the Latino students living in the Bradford Trailor Park. We became aware of the program via our service learning work with the adult ESL program in the

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McClure Tenure October 2014

Bradford Trailor Park. We were invited by the camp leaders to develop a program for the upper elementary aged children. The students in the program came from the Bradford Trailor Park and the Hospitality House. Many of the students were fully bilingual and some were still developing their English language skills. Dr. Fitts and I developed a series of literacy activities that focused on science and river ecology. Our portion of the program met every Tuesday and Wednesday in July for a total of eight sessions. We met at the Optimist’s Clubhouse which afforded us the opportunity to use the Boone Greenway to explore the area around the New River and the Boone Wetlands area. A few of the many activities we developed included a Nature Scavenger Hunt, a “critter count” to document the health of the New River, and journal activities based on photographs of nature. The program incorporated iPads, digital cameras, and learning how to use field journals to make observations in nature. This volunteer opportunity also allowed us to strengthen some of the relationships we have built in the Latino community, as well as with some of the community agencies and groups with whom we frequently work. The Watauga County Cooperative Extension and the adult ESL program from Mt. Vernon Baptist Church collaborated with us in this project.

Indicator 3: Professional Service I am active in the field of language and literacy education by serving on editorial review boards, reviewing proposals for national conferences, and maintaining an active research agenda. I am a member of several professional organizations, but have found my "academic home" with the American Anthropological Association (AAA) and the American Association of Applied Linguistics (AAAL). I have been an active member of AAA's Council on Anthropology in Education since 2008 when I was invited to present as part of the Emerging Scholars Invited Session at the annual conference. Currently I serve on the Membership Taskforce for AAAL.

Editorial Review Board TESOL Journal (2011-Present) External Reviewer Democracy and Education (2012-Present) Critical Education (2012-Present) International Journal of Multicultural Education (2012-Present) Internet TESL Journal (2011-Present) Conference Proposal Reviewer Conference proposal reviewer, Council on Anthropology and Education, American Anthropological Association (2013-Present) Paulo Freire, Critical Pedagogy and Emancipation Special Interest Group, American Educational Research Association (2009-Present) International Society for Language Studies (2011) The First Triennial Conference on Latino Education, Center for Latino Achievement and Success in Education (CLASE) (2009)

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DEPARTMENT OF CURRICULUM AND INSTRUCTION

To: Greg McClure

From: Michael Jacobson

Subject: Annual Report 2010-2011

Date: June 1, 2011

My review of your annual report as discussed at length with me on June 1, 2011 indicates excellent progress in every area of the traditional triad: teaching, research, and service. Your major area of responsibility is to the elementary education program area; specifically, to CI 3000: Learner Diversity, CI 5045: Advanced Concepts in Diversity, and to the teaching of a designated elective in the program area also targeting English language learners. Student evaluations indicate exceptional performance in both the undergraduate and graduate courses assigned to you. Students find you well-organized, accessible, enthusiastic, passionate about your teaching, extremely knowledgeable, and humorous. In short, you provide a rich and rewarding learning experience for students at all levels. I would also acknowledge your contributions to the re-visioning of CI 3000 and the new designated elective.

You are an active scholar as evidenced by two articles published in peer reviewed professional journals and the publication of book chapter appearing during the evaluation cycle. Currently, you have several manuscripts either under review, in the preparatory stage or in the planning stage. You consistently seek to embellish your skills by attendance at various workshops sponsored by Faculty Development. I would encourage you to submit papers for presentation at the annual meetings of professionals in your area of expertise. Your efforts in the area of scholarship have been excellent during the evaluation period.

Service is evidenced by your numerous activities at all levels of the university and to the profession. For example, you serve as a member of the Learner Diversity Revisioning Group, the Language and Culture Directed Elective Group, and the college Diversity Committee. You are a member of the Teacher Education Council and Committee Chair of the T/ESL Initiative. Your serve the profession as campus representative to Student Action with Farmworkers, as a consultant to the Governor’s Advisory Council on Hispanic/Latino Affairs, as a consultant to the local schools in their outreach work with Latino families and as a journal reviewer.

As we discussed, I am confident that we will be able to offer you the resources to further your research agenda and to otherwise further your professional goals.

I have enjoyed working with you as chair this past year. I feel privileged to have you as a colleague and friend. I look forward to working with you in the coming academic year in our new home.

DEPARTMENT  OF  CURRICULUM  AND  INSTRUCTION To: Greg McClure From: Michael Jacobson Subject: Annual Report 2011-2012 Date: March 23, 2013 My review of your annual report as discussed at length with me in June 2012 indicates continued excellence in every area of the traditional triad: teaching, research, and service. Your major area of responsibility is to the elementary education program area; specifically, to CI 3000: Learner Diversity, CI 5045: Advanced Concepts in Diversity, and to the teaching of a designated elective in the program area targeting English language learners. Student evaluations and peer reviews indicate exceptional performance in both the undergraduate and graduate courses assigned to you. For example, course and instructor rating mean scores for CI 3000 (section 416 4.4.67/4.87 ; section 350 4.64/4.64)) are appreciably above the overall mean for 3000 overall (4.20/4.44) and for the department (4.31/4.45) on the new electronic teaching evaluation administered this spring Students continue to comment on your organization, accessibility, enthusiasm, passion, knowledgeable, and humor. In short, you provide a rich and rewarding learning experience for students at all levels. You are an active scholar as evidenced by the publication of a co-authored article in Equity and Excellence in Education and the publication of book chapter appearing during the evaluation cycle. You have also co-presented four papers at the meetings of professional educators including two at NCTE in November of 2011, one at AERA in Vancouver, and a fourth (individually) at the International Society for Language Studies in Aruba. You also performed solo acoustic guitar which was used for the soundtrack of the documentary film, Always Brothers. You have a number of manuscripts either submitted for publication, in progress, or in the data gathering stage. Your efforts in the area of scholarship have been excellent during the evaluation period. Service is evidenced by your numerous activities at all levels of the university and to the profession. For example, you serve as a member the college Diversity Committee, as a member of IREX International, and you contributed enormously as program organizer for the diversity celebration in the college in the spring. Your serve the profession as campus representative to Student Action with Farmworkers, as a consultant to the Governor’s Advisory Council on Hispanic/Latino Affairs, as a consultant to the local schools in their outreach work with Latino families and as a journal reviewer. I would also acknowledge your efforts to realize a second academic concentration in second language learning. I have enjoyed working with you as chair this past year. I feel you have positioned yourself exceedingly well for your contract renewal this coming spring. It is a privileged to have you as a colleague and friend. I look forward to working with you in the coming academic year.