Syllabus

Course Description

This course explores the standards, principles, policies, and processes of partnering among families, schools, and communities in fostering and sustaining the development of children and youth. The course draws heavily from content and principles uncovered in other TELL courses, particularly Inclusive Pedagogy.

What will you accomplish during the course?

  1. You will apply the knowledge and insights derived from their own family and school experiences in examining and building partnerships among families, schools, and
  2. You will understand the standards, principles, policies, and processes that undergird effective partnering among families, schools, and
  3. You will understand that meeting the needs of today’s students and families requires collaboration across academic disciplines, community organizations, and school-home
  4. You will demonstrate understanding of the importance of teachers partnering with families and the community by preparing a Partnership
  5. You will articulate beliefs and knowledge regarding second language acquisition as developed through participation in TELL courses and advocate for this professional development as a way to meet the needs of second language.

What will you know well at the conclusion of the course?

  1. You will understand the important roles of families, schools, and communities in fostering and sustaining development in children and youth.
  2. You will understand what it means to be advantaged or
  3. You will have a rudimentary understanding of cross-cultural and inter-cultural
  4. You will understand the principles, policies, and processes associated with effective partnering among families, schools, and com-
  5. You will understand the needs of one family in your school or school system very
  6. You will understand the National Standards for partnering with families, schools, and
  7. You will be very familiar with the promising national models for partnering with families, schools, and
  8. You will be conversant with and knowledgeable about research findings and clinical literature relating to the impact of partnering with families, schools, and communities.
  9. You will know where to find helpful information about partnering with families, schools, and

    What will you be able to do at the conclusion of the course?

    1. You will be able to construct a Partnership Plan using the National Standards for family, school, and community
    2. You will be able to encourage leaders and other professionals in your school to embrace
    3. You will be able to approach families and community agencies and businesses, inviting their participation in partnering and benefit- ing from their talents, knowledge, and
    4. You will be able to recognize the funds of knowledge in the families that are culturally, ethnically, linguistically, and racially diverse within your
    5. You will be able to employ the concepts and understandings derived from the earlier TELL courses, expanding your active use of Inclusive
    6. You will understand the roles and responsibilities of other disciplines in supporting students, parents, and their extended

    What dispositions will you have at the conclusion of the course?

    1. You will have a desire to connect more fully with families and with the community in your school catchment
    2. You will be more eager to see your school increase partnerships with families and the community in your school catchment
    3. You will have a greater sensitivity to the needs of families and
    4. You will have a desire to find and apply useful information about families and the

    Instructional Guide

    Textbooks

    Learning Activities

    A variety of learning activities and assignments will be used to help students understand course concepts. Students become active par- ticipants through the use of self-assessment, reflective writing, jigsaw readings, concept application logs, portfolio work, student profiles, response papers, and technology. Assignments will focus on active learning and require individual, paired, or group work to enrich learning. These activities model the planning, teaching, and assessment strategies that can be used with language minority students.

    Attendance Policy

    This course is grounded in the belief that learning is a socially constructed process. In fact, active learning is a central feature of this course. Furthermore, the concepts presented through the video segments promote a conversational approach to learning. Concepts are immediately explored and applied through learning activities. For these reasons, full credit is only available to those students who attend each session and are present for the entire session. We recommend that if a student misses more than two of the ten sessions, the student be advised to take the course at another time.

    Grading Policy

    In this course, your grade is based on participation in a learning process (i.e., process points) and the creation of individual and group products (i.e., individual and group product points) that emerge from participation in learning activities and homework. In addition, you will be asked to complete independent major assignments that will be evaluated for evidence of how you are learning and growing as a profes- sional. Finally, you will represent your professional development in relation to educating students of cultural and linguistic diversity at the end of the course.

    Grading Summary

    Type of Points Description Points
    Process Points for participating in learning activities during class 1100
    Homework Individual Product Points for individual products produced for homework assignments 150
    Practicum Points for individual or group products produced for practicum assignments 950
    Total   2200

    Grading Scale

    Percentage Grade
    94-100% A
    90-93 A-
    87-89 B+
    83-86 B
    80-82 B-
    77-79 C+
    73-76 C
    70-72 C-

    Total Points

    Learning Activities and Homework Assignments Number Type of Activity Possible Points Actual Points
    Session One 150  
    Revealing My Childhood Experiences LA 1.1 Uncovering Artifacts 25  
    My Family Practices and My Schooling LA 1.2 Thumbs Up/Down 25  
    My Schools and Community Educational Impact LA 1.3 One to Five Fingers 25  
    Middle Class School System Advantage LA 1.4 Total Physical Response 25  
    Survival Quiz LA 1.5 Survey and Discover 25  
    Making Connections LA 1.6 Collaborative Grouping 25  
    Session Two 300  
    Beyond Culture Reading HW 1.1 What, Where, How? 50  
    Family, School, and Community Survey HW 1.2 Pre-Assessment 25  
    Preview the CD-ROM PA 1.1 Using Technology for a Purpose 50  
    Overview of Activity Centers LA 2.1 Activity Center Briefing 25  
    Border Crossing (Teacher Center 1) LA 2.2 Instructional Conversation 25  
    Critical Learning Domains (Center 2) LA 2.3 Levels of Analysis 25  
    Standards of Parent/Family Involvement (Center 3) LA 2.4 Reading to Inform Decisions 25  
    Finding a Family to Profile (Center 4) LA 2.5 Brainstorming 25  
    Developing the Interview Format (Center 5) LA 2.6 Categorization Sheet 25  
    Evaluating Processes and Products LA 2.7 Debriefing 25  
    Session Three 225  
    Standard I: Parenting PA 1.2 Demonstration Lesson 50  
    School, District, and State Policies PA 2.2 Venn Diagram 50  
    Exploring Resources LA 3.1 Application to Real-World Issues 25  
    Exploring School, District, and State Standards for Parent/Family Involvement LA 3.2 Venn Diagram 25  
    Federal Policies on Partnering LA 3.3 Partner/Group Share 25  
    Guided by Federal Policies LA 3.4 Star Matrix 25  
    Definitions of Poverty LA 3.5 Discuss and Learn 25  
    Session Four 275  
    Standard II: Communicating PA 1.2 Demonstration Lesson 50  
    Who are these Families of Diversity? PA 3.1 Silent Read/Synthesize 50  
    Funds of Knowledge Reading HW 3.1 Developing Vocabulary from Reading 50  
    Activity Center Briefing LA 4.1 Briefing 25  
    Current Realities of My School (Center 1) LA 4.2 Profile of Families 25  
    Reaching Out to Diverse Populations (Center 2) LA 4.3 Group Discussion Examination 25  
    Exploration Through Technology (Teacher Center 3) LA 4.4 Contrast Focused Listing 25  
    Evaluating Processes and Products (Center 5) LA 4.6 Debriefing 25  
    Session Five 275  
    Standard III: Volunteering PA 1.2 Demonstration Lesson 50  
    Potential Community Partners PA 4.1 Using Technology 50  
    Current Knowledge and Research about Partnering PA 4.2 Using Technology 50  
    Exploration Through Technology (Center 4) LA 4.5 Contrast Focused Listing 25  
    Identifying Needs and Strengths of My Families LA 5.1 Collaborative Grouping 25  
    Identifying Community Partners LA 5.2 Partner Collaboration 25  
    Successful Community Partnerships with Families of Diversity LA 5.3 Triad Share 25  
    Presenting Findings LA 5.4 Mini-Poster Session 25  
    Session Six 275  
    Standard IV: Learing at Home PA 1.2 Demonstration Lesson 50  
    Exploration Through Technology PA 5.1 Using Technology for a Purpose 50  
    Family Involvement: A Teacher’s Perspective HW 5.1 Reading for a Personal Purpose 50  
    Applying Standards for Parent/Family Involvement LA 6.1 Card Exchange 25  
    Forming Partnerships LA 6.2 Four Corners 25  
    Quality Teacher Practices for Students in Poverty LA 6.3 Triad Collaboration 25  
    Becoming Teacher Researchers LA 6.4 Jigsaw Concept Application 25  
    Family Profile Writing Process LA 6.5 Joint Productive Active 25  
    Session Seven 275  
    Standard V: Decision Making PA 1.2 Demonstration Lesson 50  
    Family Profile Project PA 2.1 Applying Content in a Human Context 150  
    Family Presentations LA 7.1 Family Census 25  
    Teachers as Researchers LA 7.2 Analyze, Synthesize, Recommend 25  
    Partnership Plan Development LA 7.3 Apply Content in a Human Context 25  
    Session Eight 150  
    Standard VI: Collaborating with Community PA 1.2 Demonstration Lesson 50  
    Consider the Issues LA 8.1 Debate 25  
    Overcoming Barriers to Partnering LA 8.2 Breaking Barriers 25  
    Common Understandings and United Advocacy LA 8.3 Evaluation 25  
    Preparing an Advocacy Position LA 8.4 Illustration of Concepts 25  
    Session Nine 250  
    Partnership Plan PA 6.1 Analyze, Synthesize, Recommend 200  
    Partnering Plan Presentations LA 9.1 Workshare 25  
    Advocacy Position Working Group LA 9.2 Applying Content in a Human Context 25  
    Session Ten 350  
    Advocacy Position Paper PA 7.1 Diverse Text Synthesis 200  
    Advocacy Audience PA 8.1 Town Meeting 50  
    Reflection for Change and Course PA 9.1 Reflecting on Practice Survey 50  
    Advocacy Position Presentations LA 10.1 Town Meeting 25  
    Course Evaluations LA 10.2 Evaluation 25  
    Total Course Points 2525  

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