Cover
Welcome to TELL
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

LA 7.2 Responding to the Impact of Trauma and Building Resilience

Creating Supportive Classroom and School Environments

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Learning Outcome Pedagogical Intent Student Position

Evaluate, select, and advocate for applicable models of family and community involvement and support implementation.

Assessment: 25 pts.

TA: 40 minutes

Teachers can advocate for their students who need to learn skills for being resilient in their daily school life.

Students have completed most of the work in the Parent and Family course.  They now consider the topic of resilience for immigrant students in trauma. They will create a plan to assist these students to learn the skills of resilience. 
     

Instructions

  1. In your group, each person will share their plan for supporting a particular student in becoming more resilient.
  2. Discuss what you learned about how schools and teachers could support students in developing resilience.
  3. Working together, identify key talking points that you could share with your grade level team or school faculty concerning how to support children in overcoming the impact of trauma and the development of resiliency. (Keep your key talking points to less than ten, preferably five).
  4. Each group will present their talking points.
  5. Working as a whole class, together develop a shared list of talking points that can help you as teachers respond to children's trauma and develop resiliency.

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