CoverWelcome to TELLSyllabus for Family, School, and Community PartnershipsExplanation of the TemplateTotal Points Preparation for Session One Pre-Homework Due Session 1Session One: Community, Assumptions, and PTA StandardsLA 1.1: Learning about Ourselves as Cultural BeingsLA 1.2: Identifying and Reviewing Community AssetsLA 1.3: National PTA Standards LA 1.4: National PTA Standards -- AssessingLA 1.5: Uncovering Assumptions about HeritageLA 1.6: Major Course AssignmentsHW 1.1 Reflection on My Practice with Families and CommunityHW 1. 2 Engaging Funds of Knowledge HW 1.3 One Day in the Life of a Child HW 1.4 Explaining the Assets in My School NeighborhoodHW 1.5 Exploring School and Community Partnershiping through PTA StandardsHW 1.6 Reviewing Major Projects Session Two: Preparing to Cross BordersLA 2.1: VideoEthnography Student ShareLA 2.2: Share your Asset MapLA 2.3: Home Visits, Cultures, and PracticesLA 2.4 Community Partners LA 2.5: National PTA StandardsLA 2.6: Title 1 LawHW 2.1: Reflection on Actions Taken and Learning HW 2.2: Identifying White Privilege HW 2.3: Beginning the Family Profile HW 2.4: Go On a School Field TripHW 2.5: Research Facts about Your SchoolSession Three: Family and Community EngagementLA 3.1: Reviewing Analysis of My Invisible BackpackLA 3.2: Work on the Family ProfileLA 3.3: Office of Civil Rights RoleLA 3.4: Serving EL's in Schools and in Classrooms LA 3.5: Exploring Community Engagement through ExamplesHW 3.1: Reflections on Session 3HW 3.2: Family Profile Major AssignmentHW 3.3: A Teacher's Perspective on Family Involvement HW 3.4: Partnership PlanHW 3.5: Beliefs About PovertySession Four: Collaboration LA 4.1: Studying Students LA 4.2: Organizing for Partnerships LA 4.3: How WIDA Can Help ParentsLA 4.4: Expanding Understanding of People in PovertyLA 4.5: Comparing Living Conditions across The World through PhotosHW 4.1: Weekly ReflectionHW 4.2: How Does Your School Compare HW 4.3: Understanding Global PovertyHW 4.4: Uncovering Your Experiences with Race and PrivilegeHW 4.5: Completing Your Family ProfileHW 4.6: Complete Your Partnership PlanSession Five: Exploring Community ResourcesLA 5.1: Poverty and ChoicesLA 5.2: Understanding Issues Surrounding Student Trauma on My TeachingLA 5.3: Developing Deeper Knowledge about PovertyLA 5.4: Developing Social-Emotional Strategies to Address Student NeedsLA 5.5: Life on the EdgeHW 5.1: Reflecting on My Work HW 5.2: Exploring My Own Socioeconomic ClassHW 5.3: Examining Assumptions about Immigrant Families HW 5.4: National PTA Standards HW 5.5: Reviewing and Completing the Family Profile and Partnership Plan AssignmentsHW 5.6: Preparing to Take a Position of Advocacy for ELs and Their FamiliesSession Six: High Expectations English LearnersLA 6.1: Sharing the Family Profile AssignmentLA 6.2: Sharing Partnership PlansLA 6.3: Exploring Further Teacher Beliefs and Family EngagementLA 6.4: Learning About ESSA Plans LA 6.5: Organizing for Advocacy for ELs and Their FamiliesHW 6.1: Reflecting on my WorkHW 6.2: Preparing the Final Major Assignment HW 6.3: Responding to the Impact of Experiences of ImmigrationHW 6.4: Building Resilience HW 6.5: Reviewing an Example of an Advocacy PositionHW 6.6 Revisiting My Beliefs about Teaching Diverse StudentsSession Seven: Responding to Student and Family NeedsLA 7.1 Becoming a Champion TeacherLA 7.2 Responding to the Impact of Trauma and Building ResilienceLA 7.3: Preparing for AdvocacyHW 7.1 Reflecting on My WorkHW 7.2 Reconsidering Engaging with Families Session Eight: Advocating for Students and FamiliesLA 8.1: Teachers Advocating Together LA 8.2 Revisiting My Thinking

HW 3.4: Partnership Plan

Search for Possible Partners


Learning Outcome Pedagogical Intent Student Position

Employ strategies to empower parents/families to participate in their child’s education. 

Candidates provide support and advocacy for ELLs and their families

Assessment: 50 pts.

Due: Session 4, plan due in session 6 

Teachers can embrace cultures in their class and reach out to families and communities to develop partnership plans which place families, schools and community members in collaborative work with each other to benefit all parties.

Students gained information and knowledge about partnership plans by looking through examples. They noted ideas for what plans could be based on and now will begin creating a partnership plan they want to pursue.


1. Review the examples described below to support your thinking in developing your own Partnership Plan (The assignment and rubric for this project can be found by following the appropriate links in LA 1.6.). As you read these examples and consider your plan remember:  Small changes can make big differences. 

Example one: Requesting an Email

One example is when two 6th grade teachers attended their students' football games, talked to the coach, and asked him to support the boys in their education by penalizing them when they didn’t finish schoolwork and homework.  He announced to the team that if he received an email from the teachers with their name on it, they would be benched in the next game. What a change that made for getting work done. (In this case, the partners were the teachers and the coach, each playing their part in the interest of students.

Example 2: Finding and Sharing Resources

Another example: a high school math teacher was shocked that she had a set of 30 calculators for all of her higher math students to use (multiple classes).  How could they do homework? She talked with a company that made a calculator that would automatically update programs on it so students wouldn’t ever need to buy another calculator.   The cost was $100 per calculator. She then visited with the principal, who said he had money he could spend on about half of the calculators needed, and he knew that his parents would be willing to buy a lifetime calculator for $10 a month over the school year.  The plan worked, and every student had a calculator to use for homework, one they could keep through the college level.2. (Students and families benefited because owning a good calculator was possible for them. Partners were the teacher, the principal, and the company.)

2. As your think of what you might do, consider the Community Based Organization and Faith Based Organizations in your community (You could add relevant ones to your Asset Map, if you would like to.). Search for these phrases for your area and make a list of those that are intriguing. Think about how your school or class might connect to these organizations. 

Be creative and think of something your students and/or families really need.  Return to the assignment in the first session and begin filling in the necessary information for your idea of a plan.

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