COURSE NUMBER: EDC 356
COURSE TITLE: Families in Pluralistic Society
TERM: Fall 2005
FACULTY: Mary Svoboda-Chollet
TITLE: Adjunct Faculty
OFFICE HOURS: By appointment
OFFICE TELEPHONE NUMBER: 816-759-4442
PARK EMAIL ADDRESS: Mary.SvobodaChollet@pirate.park.edu
DATES OF THE TERM: August 26 – December 9, 2005
CLASS SESSIONS DAYS: M-F
CLASS SESSION TIME: 3:15-4:30
CREDIT HOURS: 3 hours
The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.
Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.
COURSE DESCRIPTION: A course designed to provide the student with knowledge of various theories of family systems; cultural, socio-economic, political, and community influences; and the effects of stress/crisis on families. Emphasis will be placed on developing the student’s familiarity with community resources for supporting families. Field trips and guest speakers will enable students to learn about agencies and programs serving the community.
EDUCATIONAL PHILOSOPHY: Becoming a teacher is a complex process that occurs most effectively in learning communities that provide rich opportunities for inquiry and reflection, and that cultivate a sense of curiosity, integrity, social justice, and professionalism.
COURSE OUTCOMES: Learners successfully completing ED 306 will be able to:
1. Describe various family systems, cultural, socio-economic, political, and community influences; and the effects of stress/crisis on families. (NAEYC 2a; Relevant MoSTEP Standard 1.2.10, Relevant EC competency ECD/Revised EC Competency 3.1) (Family Interviews; Interviews with Professionals-Special Needs, Culture, Poverty)
2. Apply family systems theory to analyze the interrelated functioning of family members. (NAEYC 2a; Relevant MoSTEP Standard 1.2.10, Relevant EC competency ECD1/Revised ED Competency 3.1) (Family Interviews)
3. Describe the high risk factors for children associated with socio-economic influences such as poverty. (NAEYC 2a; Relevant MoSTEP Standard 1.2.10, Relevant EC competency ECD1/Revised EC Competencies 1.2, 3.1) (Interview with Social Worker)
4. Describe the effects of social support systems on family functioning and child development. (NAEYC 2b; Relevant MoSTEP Standard 1.2.10, Relevant EC competency ECD1/Revised EC Competency 3.2) (Interview with Parents as Teachers Coordinator)
5. Analyze and evaluate social policies related to children and their families. (NAEYC 2a, 5d; Relevant MoSTEP Standard 1.2.10, Relevant EC competency ECD/Revised EC Competency 7.1) (Families and Public Policy Paper and Presentation)
6. Describe the potential impact of typical and atypical stress and crises on families’ functioning. (NAEYC 2a; Relevant MoSTEP Standard 1.2.10, Relevant EC competency ECD1/Revised EC Competency 3.1) (Family Interviews)
7. Describe the potential impact of changing demographics on family functioning. (NAEYC 2a; Relevant MoSTEP Standard 1.2.10, Relevant EC competency ECD1/Revised EC Competency3.6) (Family Interviews)
8. Identify and collect information about the types of resources available in the community. (NAEYC 2b; Relevant MoSTEP Standard 1.2.10, Relevant EC competency ECD2/Revised EC Competency 3.5) (Community Resources Project)
9. Assess the various types of resources in the community.(NAEYC 2b; Relevant MoSTEP Standard 1.2.10, Relevant EC competency ECD2/Revised EC Competency 3.5) (Community Resources Project)
10. Plan for collaborating with families to discuss their strengths and needs in order to determine which resources best meet the families’ needs.(NAEYC 2b; Relevant MoSTEP Standard 1.2.10, Relevant EC competency ECD2/Revised EC Competency 3.3) (Interviews with Professionals – Parents as Teachers, ReDiscover, Jewish Vocational Services, Operation Breakthrough)
11. Provide families with resources and service information, giving them the options and choices that will enable families to select the services most appropriate for them.(NAEYC 2b; Relevant MoSTEP Standard 1.2.10, Relevant EC competency ECD/Revised EC Competency 3.3) (Interviews with Professionals – Parents as Teachers, ReDiscover, Jewish Vocational Services, Operation Breakthrough; Community Resources Project)
12. Identify the effects of socio-economic, cultural, and linguistic diversity on communication. (NAEYC 2b; Relevant MoSTEP Standard 1.2.10, Relevant EC competency ECD3/Revised EC Competency 3.3) (Family Interviews; Interviews with Professionals)
13. Assess family characteristics in order to plan for effective communication pathways. (NAEYC 2b; Relevant MoSTEP Standard 1.2.10, Relevant EC competency ECD3/Revised EC Competency 3.3) (Interviews with Professionals)
14. Understand differences in value systems and communication styles among families from diverse cultures. (NAEYC 2b; Relevant MoSTEP Standard 1.2.10, Relevant EC competency ECD1, ECD5/Revised EC Competency 3.2, 3.3) (Weekly questions from Lynch and Hanson; Interviews with Professionals)
15. Explain the impact of cultural influences on family dynamics in relation to the child’s education. (NAEYC 2a, 2b; Relevant MoSTEP Standard 1.2.10, Relevant EC competency ECD5/Revised EC Competency 3.1) ) (Weekly questions from Lynch and Hanson; Interviews with Professionals)
16. Explain the dynamics between dominant and minority cultures as they relate to the education of young children. (NAEYC 2a, 2b; Relevant MoSTEP Standard 1.2.10, Relevant EC competency ECD5/Revised EC Competencies 3.1, 3.2) ) (Weekly questions from Lynch and Hanson; Interviews with Professionals)
Jaffe, M. L. (1997). Understanding parenting. (2nd edition). Boston: Allyn & Bacon.
Kaiser, B., & Rasminsky, J. S. (2003). Opening the culture door. Young Children, 54, 53-56.
Lynch, E. W., & Hanson, M. J. (2004). Developing cross-cultural competence: A guide for working with children and their families. (3rd edition). Baltimore: Paul Brookes.
Moll, L., & Gonzalez, N. (2004). Beginning where the children are. In O. Santa Ana (Eds.) Tongue-tied: The lives of multilingual children in public education. New York: Rowman & Littlefield. pp. 152-156.
ACADEMIC HONESTY: “Academic Honesty is required of all members of a learning community. Hence, Park will not tolerate cheating or plagiarism on tests, examinations, papers or other course assignments. Students who engage in such dishonesty may be given failing grades or expelled from Park.”
PLAGIARISM: “Plagiarism—the appropriation or imitation of the language or ideas of another person and presenting them as one’s original work—sometimes occurs through carelessness or ignorance. Students who are uncertain about proper documentation of sources should consult their instructors.”
ATTENDANCE POLICY: Instructors are required to keep attendance records and report absences. The instructor may excuse absences for cogent reasons, but missed work must be made up within the term of enrollment. Work missed through unexcused absences must also be made up within the term of enrollment, but unexcused absences may carry further penalties. In the event of two consecutive weeks of unexcused absences in a term of enrollment, the student will be administratively withdrawn, resulting in a grade of “F”. An Incomplete will not be issued to a student who has unexcused or excessive absences recorded for a course. Students receiving Military Tuition Assistance (TA) or Veterans Administration (VA) educational benefits must not exceed three unexcused absences in the term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student. Reports of F grade (attendance or academic) resulting from excessive absence for students receiving financial assistance from agencies not mentioned above will be reported to the appropriate agency.
LATE SUBMISSION OF COURSE MATERIALS: All assignments must be turned in on time to receive full credit. Computers make writing and revising much easier and more productive but printers run out of ink and hard drives crash. You are responsible for planning ahead and meeting deadlines. Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes. When turning in an assignment, be sure to provide the instructor with a paper copy rather than a disk or an e-mail attachment.
Participation: “Dispositions for Becoming an Effective Teacher” will be used as the criteria for participation in class discussion and expectations for assignments. To earn the grade of an “A” for the course your participation and coursework must clearly demonstrate each of the dispositions at the level of “3” or “4”.
· Arrive promptly for class.
· Attend all class meetings (excused absences for emergencies only).
· Actively participate in class learning experiences.
Each student will be an important part of the community of learners. Class participation and weekly questions constitute a major portion of the course. More importantly, the learnings created through discussion and group work will be essential to developing understandings of the course content. If you should have an emergency and are unable to attend, please be sure to call the instructor before the class meeting. Attendance will be considered in determining the final course grade. If you have more than five absences for the semester, your final evaluation will be lowered by one grade, for example, a “B” will become a “C.” Three late arrivals or early departures = one missed class.
· Complete all reading assignments before the class for which they are assigned.
Complete all assignments on the date indicated in the syllabus
There are two long-term assignments (due dates are indicated with each assignment) and weekly assignments (due as noted on weekly schedule). Each assignment is designed to provide opportunities for learning and demonstrating your understandings of the content of the course. Assignments must be turned in on the date due. Late assignments will not receive full credit.
Community Resources: Select an early childhood program or elementary school and identify at least eight resources in the community that would be available to families. Visit and/or interview each of the agencies and/or programs to learn about their services and present your findings in a written report. (Questions for your interviews will be developed in class.) This report should provide an in-depth discussion of the 1) importance of the agency/program and the 2) different ways the services are used by families. In your review of each program/service you should also consider the 3) potential barriers or underlying assumptions reflected in the services, and 4) suggestions for how the program could be improved.
Reflection: Reflect on your learnings from this assignment and explain how they will be useful in your teaching.
(50 pts.) This assignment will prepare you to demonstrate competence in NAEYC Standard 2a, 2b. Due November 14
Families and Public Policies: Select a topic affecting children and families in the community, for example, health care, minimum wage, or child care. (Young Children provides a useful monthly survey of significant policies.) Prepare a presentation for the class using at least five recent sources and interviews with at least two community resources involved in advocacy or services related to the topic. Present your findings in a research paper and lead class discussion about the topic. (50 pts.) This assignment will prepare you to demonstrate competence in NAEYC Standard 2a. Due the week of scheduled presentation.
Weekly Assignments: (see schedule) Ten assignments (you may select eight from the possible ten assignments). (10 pts. each for a total of 80 pts.)
Weekly Questions. Weeks 1-8 you will be asked to develop six questions and/or a conceptual map from the readings assigned for the week. The purpose of the questions and/or maps is to encourage understanding and reflection on the major ideas set forth by each author. Your questions/maps must be completed on the first class meeting of each week (except for Week 1). See www.kcmetro.cc.mo.us/longview/ctac/blooms.htm for useful examples of questions that encourage critical thinking. (10 pts. each for a total of 80 pts).
DISABILITY GUIDELINES: Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University’s policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding students with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University’s policies and procedures related to disability can be found on the Park University web page: www.park.edu/disability
Historical Contexts of Childhood
Reading: Jaffe Chapter 1
Kaiser & Rasminsky
Lynch & Hanson Chapters 1 and 2
Inquiry: Interview a family member, neighbor, or friend born before 1935 to learn about her/his childhood. As you talk together, consider how each family member functioned and their interrelationship in the family. As you describe your findings from the interview, compare the experience of childhood (including family member functions and interrelationships) with your own. Finally, consider how your comparison reflects changing views of childhood and families. Reflection: Consider learning that surprised you or that you understand more fully from your interviews and readings. What more will you need to better understand the differences and similarities in social, political, economic, and cultural contexts of child-rearing? How will these learnings be important in your teaching? Be sure to use readings to support and extend your thinking. (10 pts.) This assignment will prepare you to demonstrate competence in NAEYC Standard 2a. Due September 2.
August 29-September 2
Transition to Parenthood
Reading: Jaffe Chapter 2
Lynch & Hanson Chapter 3
Inquiry: Interview two different parents – one a mother and one a father - about the transition to parenthood. (Questions will be developed in class.)
Reflection: What important big ideas have emerged from your interviews? How has your reading in Lynch & Hanson raises question about parenthood that might not have emerged in your interviews? How are the interviews with families helping you become an effective teacher? What more will you need to appreciate the process of becoming a parent? Be sure to use readings to support and extend your thinking. (10 pts.) This assignment will prepare you to demonstrate competence in NAEYC Standard 2a. Due September 10.
Reading: Jaffe Chapter 3
Lynch & Hanson Chapter 4
Guests: Parents as Teachers Panel
Inquiry: Interview the guest speakers to learn how parent educators 1) plan for collaborating with families to discuss their strengths and needs in order to determine which resources best meet the families’ needs and 2)
provide families with resources and service information, giving them the options and choices that will enable families to select the services most appropriate for them.
Reflection: Reflect on your learnings from this assignment. How has your understandings about working with families been strengthened through the interviews? What questions will you need to continue exploring? How will this family-centered approach to working with families be important to you as a teacher? How are Lynch and Hanson raising important questions about working with families? Be sure to use readings to support and extend your thinking.
(10 pts.) This assignment will prepare you to demonstrate competence in NAEYC Standards 2a and 2b. Due September 16
Marriage, Divorce and New Family Configurations
Reading: Jaffe Chapter 4
Lynch & Hanson Chapter 5
Inquiry: Interview two adults who live (or have been raised) in a two different “nontraditional families.” (Questions for the interview will be developed in class.) Describe your interview, comparing and contrasting the experiences of the two adults.
Reflection: As you reflect on your learnings from this assignment consider the question from Chapter 4: “How does society express its biases against nontraditional families?” Discuss how these learnings will be important for your teaching. How does your own cultural perspective influence how you think about the idea of “family?” What questions will you need to continue exploring? Be sure to use readings to support and extend your thinking.
(10 pts.) This assignment will prepare you to demonstrate competence in NAEYC Standard 2a. Due September 23
Parenting Styles and Communication
Reading: Jaffe Chapters 5, 6, and 7
Lynch & Hanson Chapter 6
Inquiry: Interview two different adults about the parental authority used in their families when they were children. 1) Describe the findings from your interviews. 2) Use Baumrind’s Model of Parenting Styles to analyze your findings. 3) Compare and contrast cultural differences in parenting styles as described in Lynch & Hanson. Do they align with Baumrind’s model? If so, please describe. Reflection: How will you work with families whose child rearing styles do not match the approach you value? What will be one of your primary barriers to understanding different approaches to guidance and discipline? What are your plans for learning to work with a diverse group of families? Be sure to use readings to support and extend your thinking. (10 pts.) This assignment will prepare you to demonstrate competence in NAEYC Standard 2a. Due September 30.
Adjustment, Stress and Coping/Self-Concept, Self-Esteem, and Gender Identity
Reading: Jaffe Chapter 7and 8
Lynch & Hanson Chapter 7
Inquiry: Interview a friend or family member who has experienced one of the forms of stress described in Chapter 9. 1) How did they cope with the stress? 2) What supports were useful for the child? 3) How does Jaffe provide understandings that will help you when working with a child or family experiencing this stress? 4) How do Lynch and Hanson provoke your thinking about cultural differences in stress and support?
Reflection: What surprised you as you conducted your inquiry? What will be your next step in seeking to understand the impact of stress on child rearing? Why will this knowledge be essential for your role as a teacher? Be sure to use readings to support and extend your thinking. (10 pts.) This assignment will prepare you to demonstrate competence in NAEYC Standard 2a. Due October 3
Special Children, Special Families
Reading: Jaffe Chapter 12
Lynch & Hanson Chapter 8
Inquiry: Interview the professional who works with children with special needs and a parent of a child with special needs. Present your findings, including 1) the challenges and rewards of raising a child with special needs and 2) a discussion of the ways the agencies collaborate with families to determine how to most effectively meet their needs.
Reflection: Reflect on your learnings from this assignment. Why is it essential to understand how families (including different members of the family) experience professional services? What qualities are necessary when professionals work with families? What qualities will you need to develop and refine when working with families to be an effective teacher ?. Be sure to use readings to support and extend your thinking. (10 pts.) This assignment will prepare you to demonstrate competence in NAEYC Standards 2a, 2b. Due October 10.
Families and abuse, neglect and drug dependence
Reading: Jaffe Chapter 13
Inquiry: Interview the social worker from ReDiscover.. Present your findings, including 1) a discussion of some of the challenges for parents recovering from drug dependence and the effects of this dependence on their children, and 2) a discussion of the ways the program collaborates with families to determine how to most effectively meet their needs.
Reflection: Reflect on your learnings from this assignment How did you view yourself and your life experiences after this interview? Why is this perspective-shifting important for teachers? How will you continue seeking experiences that require you to examine your experiences, beliefs, and values? Be sure to use readings to support and extend your thinking. (10 pts.) This assignment will prepare you to demonstrate competence in NAEYC Standard 2a, 2b. Due October 17
Families and Culture
Reading: Lynch & Hanson Chapters 9, 10
Moll and Gonzalez
Inquiry: Interview someone who has come to the United States with a child. Based upon questions that the class has developed, seek to understand the family’s hopes and concerns.
Reflection: How have your beliefs about language and culture been challenged or elaborated by your interview? How does Moll and Gonzalez’s model help teachers build upon the strengths of the child and family? What further experiences and information will you need so that you will be an effective teacher for the child and family you interviewed? Be sure to use readings to support and extend your thinking. (10 pts.) This assignment will prepare you to demonstrate competence in NAEYC Standard 2a. Due November 4
October 31-November 4
Families and Poverty
Inquiry: Interview the social worker from Operation Breakthrough. Present your findings, including 1) some of the risk factors for children living in poverty, and 2) a discussion of the ways the program collaborates with families to determine how to most effectively meet their needs.
Reflection: How did the social worker help you examine your own experiences, perceptions about poverty, as well as your responsibilities as a citizen? How will these understandings be essential as a teacher in working with children and families? How will you act on your knowledge from this interview? How these learnings will be important in your teaching? Be sure to use readings to support and extend your thinking. (10 pts.) This assignment will prepare you to demonstrate competence in NAEYC Standard 2a. Due November 7.
Community Resources Panel
Families and Public Policies: Presentations
November 28-December 2
GRADING PLAN: Total Points:
260-245 = A Exceptional work that demonstrates strong understandings and critical thinking
244- 220 = B
219- 200 = C
Park University School for Education Framework
EDC 356 provides opportunities for students to develop the following knowledge, skills, and dispositions.
The developing teacher:
Describes current theories of development and learning and explains how these theories would be reflected in actual, diverse educational settings (2).
Examines and integrates theoretical knowledge into a coherent individual theory (3).
Acquires a broad, diverse background of general and professional knowledge, and reflects critically upon that knowledge base and its importance to himself/herself as an educator (4).
Recognizes the value of multiple stakeholders (families, children, teachers, community, colleagues, etc.) as resources for learning and professional development (9).
Skills:The developing teacher:
Values and builds positive and appropriate personal relationships with children, families, colleagues, administrators, and the public (7).
Engages regularly in deliberate, critical reflection that includes self-evaluation, consideration of ethical issues, and the weighing of implications of various educational theories and practices for students, teachers, schools and the community (8).
Communicates effectively with students, teachers, other school personnel, families, and others within the community (9).
Demonstrates skill in verbal (both spoken and written), and nonverbal communication as well as in the use of various media to enhance communication (10).
Recognizes and celebrates the uncertainty and risk-taking inherent in the educational process, and develops positive ways of dealing with that uncertainty, including inquiry, collaboration and reflection (16).
Collaborates effectively with other educators and professionals (15).
Gathers, analyzes, and evaluates information from many types of sources at many levels, from developing learning materials and experiences in the classroom to professional decision-making in broader contexts (17).
Appreciates the complexity of the learning process, and celebrates the uniqueness of each learner. (1)
Approaches the teaching/learning process analytically, thoughtfully, and in a problem-solving manner. (2)
Acknowledges, accepts, and values varied approaches to learning. (3)
Values and nurtures the inquisitive spirit, both in herself/himself and in other learners. (4)
Commits herself/himself to lifelong learning. (5)
Engages fully and wholeheartedly in her/his own learning experiences as well as in the learning of children. (6)
Recognizes the uncertain and problematic nature of teaching and learning and sees herself/himself as a person who can make a difference and effect change. (7)
Values each child’s family, culture, and community, looking for and celebrating each child’s strengths rather than focusing upon weaknesses and deficits. (8)
Entertains, seeks out, and values differing points of view. (9)
Appreciates the need for ownership of learning, both his/her own learning and students’ learning. (10)
Understands and defends the rights of individuals in a democratic society. (11)
Practices the responsibilities of an individual in a democratic society. (12)
Takes responsibility and refrains from placing blame. (13)
Maintains a positive approach in all situations and contexts. (14)
Is open to experiences in diverse settings, keeping an open mind and heart to individuals in those settings, always seeing them as fellow human beings first. (15)
Is willing to continuously learn new things rather than only seeking the known and familiar, realizing that development only can occur where there is challenge and dissonance. (16)
Is deeply committed to and enthusiastic about teaching, learning, and the teaching profession. 17)
Willingly works with colleagues, openly sharing resources as well as the responsibility for getting things done. (18)
Solicits and is receptive to feedback from others. (19)
Completes tasks and fulfills responsibilities in a prompt and thorough manner rather than trying to “get by.” (20)
Is reliable and dependable both in terms of his/her timely presence at scheduled events as well as in meeting deadlines. (21)
Shows self-reliance and the ability to independently “jump in”, seeing what is needed and following through with action. (22)
Is tactful and sensitive to the feelings of others, always considering those feelings before speaking or acting. (23)
Exhibits patience in all situations, taking time to think about and understand the circumstances before speaking or acting. (24)
Enjoys being with, talking to, and working with other people in large groups, small groups, and one-to-one. (25)
EDC 356 Rubric for Weekly Assignments
Does Not Meet Expectations
Each question in the assignment is addressed with a well-developed response.
Readings from both texts are used to develop and extend personal thinking.
Well-developed reflection on your learnings from the assignment and their implications for your teaching.
Careful attention to grammar and spelling.
Each question is addressed but responses need further development.
Readings are mentioned in response but are not used to develop thinking.
Reliance on one text.
Beginning effort to reflect on your learnings.
Few errors in grammar and spelling.
Responses to questions incomplete.
Little or no evidence of readings in response.
Reflection brief or missing.
Substantial errors in grammar and
EDC 356 Rubric for Families and Public Policy Papers
Introduction provides the reader with a clear, compelling picture of the issue explored in the paper.
Multiple sources of relevant information consulted and described (e.g. Internet, newspapers, journals, interviews with professionals, interviews with individuals effected by the topic). Each source is appropriate and used effectively.
Information presented by others is thoughtfully described and analyzed.
Course readings are used to support and extend thinking.
Relevant legislation well-described.
Well-developed interviews with professionals and other individuals involved in the topic of paper.
Concludes with a thoughtful, well-developed reflection on your learnings and implications for teaching.
Careful attention to spelling and grammar.
Class presentation…. (developed in class)
Introduction provides some indication of topic explored in paper.
Several sources are used but further research is necessary.
Beginning ability to analyze information, but some reliance on information prepared by others.
Some mention of course readings, but not used effectively to support or extend personal thinking.
Legislation briefly described.
Interviews used but need to be better developed. Reliance on one or two perspectives of topic.
Some errors in spelling and grammar.
Introduction fails to describe topic adequately.
Limited resources consulted.
Information included, but substantial reliance on material prepared by other to present ideas. Little or no analysis.
Readings not used to support or extend thinking. Primarily personal opinion.
Interviews limited to single perspective. Little development.
Needs substantial organization.
Many errors in spelling and grammar.
EDC 356 Rubric for Community Resources
Well-developed introduction describing school/ program, the neighborhood, and the community.
Each community resource (minimum of eight) is well-described, reflecting careful research using an array of different resources. ( i.e. printed material, interviews with professionals and individuals who have used the program).
Potential barriers and assumptions underlying the program are identified and examined.
Choice of resources reflects an effort to examine a collection of diverse and useful agencies or services appropriate to the families served by the school/program.
Student seeks to extend their own professional development by seeking out new community resources.
Concludes with a thoughtful, well-developed reflection on your learnings and implications for teaching.
Introduction describes school/program.
Each community resource is described but further research is necessary to provide complete picture of the services available.
Potential barriers and assumptions underlying the program are identified.
Choice of resources reflects some attempt to become familiar with programs and agencies.
Some evidence of researching new programs but heavy reliance on familiar resources.
Introduction brief and missing important information (e.g. school size, location, community served, etc.).
Brief descriptions of community resources. Does not reflect research about the services.
No consideration of potential barriers or assumptions.
Resources appear to have been selected with little attention to usefulness or diversity.
Questions reflect a careful, thoughtful reading of the chapter/readings.
Questions reflect the important ideas in the chapter/readings.
Questions address higher order thinking skills.
Questions are created from all the assigned readings for the week.
Questions reflect a basic understanding of the assigned chapter/readings.
Some questions address important ideas in the readings.
Some questions address higher order thinking skills.
Most questions are from one text.
Questions reflect a quick reading of the text/readings.
Questions do not address important ideas in the readings.
Questions do not require higher order thinking skills.
Questions created from a single reading.
Name _____________________________________ Date______________________