Family, School, and Community Partnerships
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Syllabus for Family, School, and Community Partnerships
Explanation of the Template
Total Points
Preparation for Session One
Pre-Homework Due Session 1
Session One: Community, Assumptions, and PTA Standards
LA 1.1: Learning about Ourselves as Cultural Beings
LA 1.2: Identifying and Reviewing Community Assets
LA 1.3: National PTA Standards
LA 1.4: National PTA Standards -- Assessing
LA 1.5: Uncovering Assumptions about Heritage
LA 1.6: Major Course Assignments
HW 1.1 Reflection on My Practice with Families and Community
HW 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 Neighborhood
HW 1.5 Exploring School and Community Partnershiping through PTA Standards
HW 1.6 Reviewing Major Projects
Session Two: Preparing to Cross Borders
LA 2.1: VideoEthnography Student Share
LA 2.2: Share your Asset Map
LA 2.3: Home Visits, Cultures, and Practices
LA 2.4 Community Partners
LA 2.5: National PTA Standards
LA 2.6: Title 1 Law
HW 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 Trip
HW 2.5: Research Facts about Your School
Session Three: Family and Community Engagement
LA 3.1: Reviewing Analysis of My Invisible Backpack
LA 3.2: Work on the Family Profile
LA 3.3: Office of Civil Rights Role
LA 3.4: Serving EL's in Schools and in Classrooms
LA 3.5: Exploring Community Engagement through Examples
HW 3.1: Reflections on Session 3
HW 3.2: Family Profile Major Assignment
HW 3.3: A Teacher's Perspective on Family Involvement
HW 3.4: Partnership Plan
HW 3.5: Beliefs About Poverty
Session Four: Collaboration
LA 4.1: Studying Students
LA 4.2: Organizing for Partnerships
LA 4.3: How WIDA Can Help Parents
LA 4.4: Expanding Understanding of People in Poverty
LA 4.5: Comparing Living Conditions across The World through Photos
HW 4.1: Weekly Reflection
HW 4.2: How Does Your School Compare
HW 4.3: Understanding Global Poverty
HW 4.4: Uncovering Your Experiences with Race and Privilege
HW 4.5: Completing Your Family Profile
HW 4.6: Complete Your Partnership Plan
Session Five: Exploring Community Resources
LA 5.1: Poverty and Choices
LA 5.2: Understanding Issues Surrounding Student Trauma on My Teaching
LA 5.3: Developing Deeper Knowledge about Poverty
LA 5.4: Developing Social-Emotional Strategies to Address Student Needs
LA 5.5: Life on the Edge
HW 5.1: Reflecting on My Work
HW 5.2: Exploring My Own Socioeconomic Class
HW 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 Assignments
HW 5.6: Preparing to Take a Position of Advocacy for ELs and Their Families
Session Six: High Expectations English Learners
LA 6.1: Sharing the Family Profile Assignment
LA 6.2: Sharing Partnership Plans
LA 6.3: Exploring Further Teacher Beliefs and Family Engagement
LA 6.4: Learning About ESSA Plans
LA 6.5: Organizing for Advocacy for ELs and Their Families
HW 6.1: Reflecting on my Work
HW 6.2: Preparing the Final Major Assignment
HW 6.3: Responding to the Impact of Experiences of Immigration
HW 6.4: Building Resilience
HW 6.5: Reviewing an Example of an Advocacy Position
HW 6.6 Revisiting My Beliefs about Teaching Diverse Students
Session Seven: Responding to Student and Family Needs
LA 7.1 Becoming a Champion Teacher
LA 7.2 Responding to the Impact of Trauma and Building Resilience
LA 7.3: Preparing for Advocacy
HW 7.1 Reflecting on My Work
HW 7.2 Reconsidering Engaging with Families
Session Eight: Advocating for Students and Families
LA 8.1: Teachers Advocating Together
LA 8.2 Revisiting My Thinking
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LA 4.1: Studying Students
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<p id="p_Jtkd" name="p_Jtkd" class=" qe-editable"><img src="https://equitypress.org/content_images/partnerships/learning_activity.png" alt="learning_activity.png" class="centered" id="img_JKex" name="img_JKex"></p><table class="table qe-editable"><thead><tr><th>Learning Outcome</th> <th>Pedagogical Intent</th> <th>Student Position</th> </tr></thead><tbody><tr><td> <p id="p_aKaiK" name="p_aKaiK" class=" qe-editable">Employ strategies to empower parents/families to participate in their child’s education.</p> <p id="p_hMCg" name="p_hMCg" class=" qe-editable"><strong>Assessment: 25 pts.</strong></p> <p id="p_jXbK" name="p_jXbK" class=" qe-editable"><strong>TA: 30 Minutes</strong></p> </td> <td> <p id="p_fZRud" name="p_fZRud" class=" qe-editable">Teachers can create partnership plans for their own students, families, and communities to empower families to participate in assisting in their child’s schooling.</p> </td> <td> <p id="p_gtSKf" name="p_gtSKf" class=" qe-editable">Students have jointly learned about a family and student on the VideoEthnography. They have also read examples of partnership plans. They will now work with others who studied the same student to create a partnership plan that would assist this student and/or family if it were used in practice.</p> </td> </tr></tbody></table><h2 id="p_diLn" name="p_diLn" class=" qe-editable">Instructions</h2><ol id="ol_PMsf" name="ol_PMsf" class=" qe-editable"><li id="li_cCBm" name="li_cCBm">Form groups according to the VideoEothnography student you studied in HW 1.3. (Vanessa Gomez, Ascuncion Valdez, or Xuan Machado).</li> <li id="li_WwpVI" name="li_WwpVI">Consider what you know about this student, their family, and the community, and brainstorm ideas for a partnership plan that would benefit this child. Use the directions you will use to develop the plan for your final project (found at this link--<a href="https://byu.box.com/s/9v2fgvhvuz67czt07bxzp84svo0ocyyp" target="_blank" rel="noopener" data-shortened-url="https://equitypress.org/-adUr" data-unshortened-url="https://byu.box.com/s/9v2fgvhvuz67czt07bxzp84svo0ocyyp">Partnership Plan Instructions</a>) to guide you in developing and organizing the plan your group develops. </li> <li id="li_xEcHR" name="li_xEcHR">Then use chart paper to outline what you would suggest, how it would work, and the details as to who is involved. </li> <li id="li_mTWXy" name="li_mTWXy">Your group will use this chart to share the particiulars of your plan for your student with the whole group. </li> <li id="li_paJuc" name="li_paJuc">After your presentation, respond to the questions of your colleagues and ask for ideas about how you could improve the plan.</li> </ol><p id="p_gNYX" name="p_gNYX" class=" qe-editable"></p>
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