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?
- You will apply the knowledge and insights derived from their own family and school experiences in examining and building partnerships among families, schools, and
- You will understand the standards, principles, policies, and processes that undergird effective partnering among families, schools, and
- You will understand that meeting the needs of today’s students and families requires collaboration across academic disciplines, community organizations, and school-home
- You will demonstrate understanding of the importance of teachers partnering with families and the community by preparing a Partnership
- 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?
- You will understand the important roles of families, schools, and communities in fostering and sustaining development in children and youth.
- You will understand what it means to be advantaged or
- You will have a rudimentary understanding of cross-cultural and inter-cultural
- You will understand the principles, policies, and processes associated with effective partnering among families, schools, and com-
- You will understand the needs of one family in your school or school system very
- You will understand the National Standards for partnering with families, schools, and
- You will be very familiar with the promising national models for partnering with families, schools, and
- You will be conversant with and knowledgeable about research findings and clinical literature relating to the impact of partnering with families, schools, and communities.
- 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?
- You will be able to construct a Partnership Plan using the National Standards for family, school, and community
- You will be able to encourage leaders and other professionals in your school to embrace
- 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
- You will be able to recognize the funds of knowledge in the families that are culturally, ethnically, linguistically, and racially diverse within your
- You will be able to employ the concepts and understandings derived from the earlier TELL courses, expanding your active use of Inclusive
- 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?
- You will have a desire to connect more fully with families and with the community in your school catchment
- You will be more eager to see your school increase partnerships with families and the community in your school catchment
- You will have a greater sensitivity to the needs of families and
- You will have a desire to find and apply useful information about families and the
- Egan, W., Draper, P. , & Hales, V. (2007). Instructional guide for family, school, and community partnerships. Provo, UT: Brigham Young University.
- National (2004). National standards for parent/family involvement programs. Chicago: National PTA.
- Gonzalez, , Moll, L., & Amanti, C. (2005). Funds of knowledge. Mahway, NJ: Lawrence Erlbaum Associates.
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.
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.
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.
|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|
|Learning Activities and Homework Assignments||Number||Type of Activity||Possible Points||Actual Points|
|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|
|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|
|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|
|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|
|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|
|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|
|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|
|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|
|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|
|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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