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EDC 357 Family Involvement in ECE
Herrera, Michele L.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

EDC 357 Family Involvement in ECE

Semester

S2T 2013 DL

Faculty

Herrera, Michele L.

Title

Adjunct Faculty

Degrees/Certificates

M.Ed. Early Childhood Education
Ed.D. Early Childhood Education

Office Location

virtual

Office Hours

Monday 10 a.m. - 12 p.m. (Eastern)

E-Mail

Michele.Herrera@park.edu

Semester Dates

3/18/13 - 5/12/13

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:

Gestwicki, C. (2010).  Home, school, and community relations. 7th edition. New York: Thomson Delmar Learning. ISBN-13: 978-1-4354-0108-2

Please Note: All Park University School for Education candidates seeking a degree in Education (certification and non-certification tracks), must purchase Foliotek, the School for Education’s electronic portfolio system. As purchasing and accessing Foliotek is a multi-step process, please follow these instructions: 

1.      Decide the Contract Period and fee for which you will be paying. Minimally, you must purchase a contract which extends to the year you expect to graduate, however some students purchase a contract extending one year beyond graduation. 

 Contract Period    

 Contract Fee

Per Student (Prepaid)

Cost Breakdown

Per Student, Per Year

 1 year

 $30.00

$30.00

 2 years

 $59.00

$29.50

 3 years

 $87.00

$29.00

 4 years

 $112.00

$28.00

 5 years

$120.00

$24.00

6 years

$125.00

$20.83

2.      Send an email to Carol Williams (carol.williams@park.edu) with the following information:

a.      Your Name

b.      The Contract Period you wish to purchase

c.      Your student identification number


3.      Within a few days, you will receive from Foliotek an email with online purchasing information. Upon receipt of this email, purchase your Foliotek contract.

  1.   Upon receipt of your payment, you will receive your log-in information. You must then send a final email to Carol Williams (carol.williams@park.edu), requesting she provide your current education professors and an academic adviser (list them).
  2.   Access to view your portfolio. It is imperative you complete this final step.

 

Note: Students on a non-certification early childhood track, Teaching Young Children or Early Childhood and Leadership, need to request purchase of the NAEYC portfolio and follow the same steps listed above.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Bowman, B. (2006). Resilience: Preparing children for school. In School Readiness and Social-EmotionaDevelopment (pp 49-57). National Black Child Development Institute.

Okagaki, L., & Diamond, K. E. (2000). Responding to cultural and linguistic differences in the beliefs and practices of families with young children. Young Children, 74-79.

Simons, K. A., & Curtis, P. A. (2007). Connecting with communities: Four successful schools. Young Children 62 (2): 12 - 20.

Williams, K.C., Clooney, M.H. (2006). Young Children and Social Justice. Young Children, 75-82.

 

Articles that you’ll find of interest and available in Doc Sharing:

Christian, L. G. (2006). Understanding families: Applying family systems theory to early childhood practice. Young Children 61 (1): 12-20. http://www.naeyc.org/files/yc/file/200601/ChristianBTJ.pdf

Friedman, S. (2007). Coming together for children: Six community partnerships make a big difference. Young Children 62 (2): 34 – 41. http://www.naeyc.org/files/yc/file/200703/BTJFriedman.pdf

Huntsinger, C. C., Huntsinger, P. R., Ching, W., & Lee, C. (2000). Understanding cultural contexts fosters sensitive caregiving of Chinese American children. Young Children, 7-15.

 Kaczmarek, L. (2006). A team approach supporting families of children with disabilities in inclusive programs. Beyond the Journal Young Children on the Web,1-10.
http://www.naeyc.org/files/yc/file/200601/KaczmarekBTJ.pdf

  Kaiser, B., Rasminsky, J.S. (2003). Opening the Culture Door. Young Children, 53-56.

http://www.challengingbehavior.com/NAEYC_CultureDoor.pdf

Parlakian, R., & Rovaris, J.M. Celebrating fathers as a resource in early child care settings. Young Children, 64-65

http://www.naeyc.org/files/yc/file/200909/Rocking%20&%20Rolling%20909.pdf

PTA.org. Men Working a how-to guide on promoting father involvement. 2007. This is a great guide developed by the PTA that is full of suggestions for involving fathers.

 http://www.pta.org/Father_Involvement_How_To_Guide.pdf

Seitz, H. (2008). The power of documentation in the early childhood classroom. Young Children, 88-93.

 http://www.naeyc.org/files/tyc/file/Seitz.pdf

Tabors, P. O. (1998). What early childhood educators need to know: Developing effective programs for linguistically and culturally diverse children and families. Young Children, 20-26.

http://www.pbs.org/teacherline/courses/rdla170/docs/what_early_educ_needknow.pdf

Young, D., Behounek, L.M. (2008). Kindergarten students use PowerPoint to lead conferences. Principal, May/June, 58-59.

http://www.naesp.org/resources/1/Principal/2008/M-Jp58.pdf

Martini, M. (2002). How mothers in four American cultural groups shape infant learning during mealtimes. Zero To Three, 14-20.

http://www.pitc.org/cs/pitctr/view/pitc_res/1052

Your core assignment should reference a minimum of five articles and five text references. You will also have references to the programs you visited.

Misc. Help Resources for Students

Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support -
For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students -
You might find the answer to your questions here.

http://captain.park.edu/education/Resources/resources.htm for general information about APA guidelines.


McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
EDC357 Family Involvement in Early Childhood Education: A course designed to provide students with the knowledge and skills necessary to promote and support family involvement in early childhood settings (including Infant/Toddler, Pre-Primary and early elementary K-3). Emphasis will be placed on learning to work effectively with families and other adults from a variety of cultural/linguistic and other socio-economic backgrounds. Prerequisite: Admission to the School for Education. 3:0:3.

Educational Philosophy:

It is the philosophy of this instructor that my role in the on-line teaching environment is to act as a facilitator to learning by providing, but not limited to, application and observation activities, readings, discussion opportunities through questions and comments, and resource ideas for outside research.  It is my goal to engage the students in a safe environment, within the e-classroom and the on-site classroom, in order to foster collaboration, critical thinking, problem-solving skills and self- reflection in such a way the students will be able to apply newly learned theories and concepts of the subject at hand in real- world situations.  I am committed to ensuring student understanding of materials presented through timely clarification and feedback to each student’s questions and comments.

I also believe that university students, as adults, will accept full responsibility for completing all classroom assignments including, but not limited to, the readings, site observations, activities, threaded discussions, research, and exams.  It is my expectation that students will also carefully read and follow all assignment instructions, check the classroom announcements, and read their Park University emails regularly.  

Students are encouraged   to let me know by email, phone, in the on-site classroom or in the “Instructor’s Office” thread any need for clarification of the material, assignment instructions or any other questions related to the class.

Learning Outcomes:
  Core Learning Outcomes

  1. Analyze and evaluate different programmatic approaches to connecting home and school. (MoSTEP 1.2.10 EC 3.5 NAEYC 2c)
  2. Examine the role of cultural, socio-economic, and linguistic factors in home/school relationships. (MoSTEP 1.2.10 EC 3.2, 3.5 NAEYC 2c)
  3. Design strategies for working with families to develop goals for their children. (MoSTEP 1.2.10, EC 3.4 NAEYC 2c)
  4. Develop techniques for successful conferences, home visits, and use of family members as program volunteers. (MoSTEP 1.2.10 EC 3.4 NAEYC 2c)
  5. Analyze potential barriers in teacher/family communication. (MoSTEP 1.2.10, EC 3.2 NAEYC 2b)
  6. Formulate a working philosophy of family involvement in early childhood care and education. (MoSTEP 1.2.10 EC 3.1 3.2 3.3 3.4 3.5 3.6 NAEYC 2a, 2b, 2c)


Core Assessment:
Family Involvement Plan and Philosophy Statement

Class Assessment:

Core Assessment:

Family Involvement Plan and Philosophy Statement

After analyzing programs that different centers and schools provide for their families, reading the text, examining information from different articles and web sites, you are to develop a detailed analysis of each of the programs visited. (See rubric for complete description of the expectations). After completing the program analysis, conclude with a well-developed personal working philosophy of family involvement in which you reflect upon the development of your learnings through the semester and create a document representative of your beliefs about families and your plan to develop a respectful, reciprocal relationship with them. You are encouraged to use the Core Assessment Form found in Doc Sharing to complete this assignment. (See Core Assessment Assignment in Week 1 and/or Doc Sharing for details.)  (60 points)


Assignments:


Discussion Board

     Application Activity of Lessons Learned (Exception: there will be no application activity in Week 8, however you will be posting about week 7’s activity.)

You will be applying information from the weekly readings and/or activities in your own environment.   After completing your readings from each week, take one aspect that was of particular interest to you and apply that new knowledge in your own environment.  This might include, but not limited to, working with an actual child, teaching a peer or colleague a new technique, or perhaps applying the lesson with a parent.  For ideas you can check out the “Student Activities for Further Study” at the end of each chapter.  Use these as starting points.  You do not need to do them exactly as suggested in your text.  Be creative and have fun with these!

     Application Activity Discussion  Initial posting for Application Activity discussion board due 11:59 p.m. Wednesday; Response to Peer(s) due 11:59 p.m. Sundays

You will describe your weekly application activity in the following week’s Application Activity thread by responding to:

1.    What lesson learned did you select?

2.    What did you do? (Describe the activity.)

3.      What was the outcome?  And was the outcome what you expected? Why, or why not?)

4.      What impact did this activity have on your perspective?

(7@ 10 points each = 70 points)

 

Becoming Aware of Cultural Bias Assignment 1

Using the form “Becoming Aware of Cultural Bias” found in Doc Sharing create portrait of your cultural identity. Explore how your experiences as a child/parent influence your cultural identity and as well as the ways these experiences might shape your beliefs and expectations about those in other groups.

Review each of the readings and consider how your own experiences and communication style may influence your interactions with families described in the articles.

Include a minimum of three supported references in your paper. (10 points)

 

Barriers to Effective Home/School Relationships Assignment 2

Interview two different families whose children are currently in an early childhood setting (birth through grade 3). Do they recall negative experiences in their relationship with the teacher or program/school? Describe the experiences and points of view of the families. Then, using Chapter 6 and the table found in Doc Sharing, analyze the barriers that might have been present. Define strategies to overcome these barriers. Conclude with a reflection on your learnings from this assignment and a discussion how these learnings will be important in your teaching. Include a minimum of two supported references in your reflection. (10 points)

 

Communicating With Families – Introduction to the Program Assignment 3

Create a packet that will introduce children and families to their experiences in your room. Components that must be present in your packet are

a.      A welcome letter to the parents/guardians.

b.      A child/family information gathering tool (form(s), or other method to collect what you need to know about the child/family.  A suggestion to learn more about the family and the child might be to send home simple pages for the family to complete. Ideas are given in Chapter 7, page 237 of the text.

c.      An introduction of yourself.  Take the time to decide how you want to introduce yourselves to the families, what you want them to know about you, how your room will be arranged for learning, and anything else you believe at this point is important to weave a tapestry of partnership.

d.      and at least two other items that helps to establish communication between you and the family. Perhaps they may be handouts on specific topics related to your program, pictures of the room and/or staff or maps of the facilities.  You can be as creative as you’d like on these last two items.

Because this can provide a variety of ideas for all students, please upload your packet documents as individual attachments in the Introduction Packets thread.  Make sure you check out your classmates’ packets as you may find ideas you like and want to use. (See Assignment 4:Indroduction to the Program in Week 5 and in Doc Sharing for detailed directions.)  (20 points)

 

Communicating With Families – Conferences Assignment 4

Create a packet that effectively communicates to families the procedures and purpose of a family–centered conference. If you plan to teach in a K-3 classroom, create your booklet for child-led conferences. Necessary components should include a

1.      Parent-Teacher Conference letter/flyer outlining what families should expect,

2.      a sign-up sheet,

3.      an agenda

4.      and two other documents of your choice. Examples might include, but are not limited to, a pre-conference form, a checklist of important points to cover during the conference, summary of activities during the past few weeks, pictures of child’s work, or a follow-up form. Presentation and organization is important when writing and designing your pieces.

Because this can provide a variety of ideas for all students, please upload your packet documents as individual attachments in the Conference Packets thread.  Make sure you check out your classmates’ packets as you may find ideas you like and want to use. (See Assignment 4:Communicating with Families--Conference in Week 5 and in Doc Sharing for detailed directions.)  (20 points)

 

Parent Program Packet Assignment 5

As a result of analyzing programs that different centers and schools provide for their families, reading the text, examining information from different articles and web sites, you will develop a program to meet the needs of the families you serve (or will serve).

Be sensitive to different family structures as well as cultural and linguistic needs of families. Identify the age group of children you are serving. Develop the following:  

a.               Develop a Needs Assessment (list possible topics or formats for families

b.               Decide a specific topic

c.               Develop objectives for the parent program you are doing. (What changes in behavior and /or attitudes of the participants would you like to see take place?)

d.               Decide whether you will have any get acquainted activities (Icebreakers) and what they will be

e.              Develop an Agenda.

(See Parent Program Packet in Week 6 and in Doc Sharing for details.) (20 points)

 

Portfolio Artifact(s)

You are required to select at least one assignment that you think best demonstrates your knowledge learned as related to the standards as a portfolio artifact and complete the coversheet found in Doc Sharing.  Artifact Entries consists of the teacher candidate's artifacts; each artifact will have an artifact cover sheet that introduces the artifact and provides justifications for how the artifact demonstrates the teacher candidate's competency of targeted Missouri Standards for Professional Educators. You are welcome to do additional artifacts if you so desire (a separate coversheet is required for each one) but only one is required for this class.  Your better/best submission will be the one graded for this term.  If you are planning on becoming a certified teacher you will need to address both the DESE Standards #’s 6 and 9. If you are not planning on becoming a certified teacher you may opt to choose addressing the NAEYC Standard #2 AND/OR going ahead and addressing the DESE standards above.   You are not required to submit your Artifact Reflection for this class, but you are welcome to include it with your Artifact Sample(s) if you’d like me to review it for you.  You will need to submit this to the dropbox by midnight FRIDAY of Week 7.  (See Writing to SFE Artifact Reflection in Doc Sharing for complete instructions.)  (15 points)

Have some fun with the Fun Activities! 

Although these are not graded, the activities are great study guides for the material covered in the textbook.  This is a new addition to the course so make sure you try at least one of the options and then provide feedback.  (Hint:  They will be especially helpful in studying for your final exam!)

  Proctored Final Exam

The final exam is comprised of 5 sections of 15 matching terms and definitions taken from the chapters covered each week.  Each section indicates the weeks from which the terms were taken. 

These are also the terms that found in the Fun Activities links each week. 


 Your final exam will be uploaded in to the e-classroom and will be available to you at your proctor’s site if they have the capability of accessing the e-class.  If they do not, they will have been provided with a faxed or emailed copy of the exam.  Please be on time (if not a bit early) for your exam.  You will have 2 hours to complete the exam and may use your text and/or notes.  Read the rules and instructions regarding proctored exams at Park University: Proctored Exams. It is your responsibility to follow the instructions to arrange a proctor for your final exam. You cannot pass the course if you fail to take the proctored final exam!  (75 points)

Grading:

The course requirements are all assigned point values. Rubrics will be provided for each of the assignments. Students will earn grades on the basis of total points earned in the course.

Assignment

Points

Total Points

Assignment 1: Becoming Aware of Cultural Bias

10 points

10

Assignment 2: Barriers to Effective Home/School Relationships

10 points

10

Assignment 3: Communicating with Families: Introduction to the Year

20 points

20

Assignment 4: Communicating with Families: Child-Led Conferences

20 points

20

Assignment 5: Parent Program

20 points

20

Portfolio Artifact(s)

15 points

15

Application Activity Discussion

7 @ 10 points each

70

Core Assessment: Family Involvement Analysis/Plan and Philosophy Statement

60 points

60

Final Exam

75

75

Total

 

300


Grading Scale


A

270-300 points

90 - 100%

B

240-269 points

80 - 89%

C

210-239 points

70 - 79%

D

180-209 points

60 - 69%

F

Below 180

0 - 59%

Late Submission of Course Materials:

Unless otherwise noted each week's work must be submitted by 11:59 PM Central Standard Time (CST) of the day it is due. (Everything in the on-line classrooms shows up in CST time.) Should an emergency arise, it is your responsibility to contact the course instructor prior to the assignment’s deadline. Pending approval for late acceptance, the assignment will receive a above deduction. Point deductions of 10% of the total points will be deducted for each day work is submitted past the due date unless there has been prior approval has been given by the instructor. It is important to complete the work during the time frame expected.

Classroom Rules of Conduct:

Students are expected to…    

  • Attend class each week by participating in the e-classroom activities
  • Turn in assignments on time.
  • Contact the instructor by email or phone as soon as possible should any situation prevent completion of work assigned by the due date to get permission to submit late work.
  • Read, understand, and follow the course syllabus
  • Check their Park University e-mail and the course announcements on a regular basis
  • Participate in threaded discussions
  • Conduct themselves in a highly professional manner.  In addition to those guidelines about student conduct established by the University (e.g. cheating, plagiarism), professionalism includes such things as establishing positive relationships and engaging in positive interactions with peers, colleagues, and instructors, attending respectfully to others who are sharing information with the class, being flexible to unforeseen changes in the course syllabus, etc.
  • Use current APA style in all aspects of written assignments. Must use people-first language (e.g. persons with disabilities; students with learning disabilities.
  • Follow academic regulations detailed in Park University's undergraduate catalog.

Additionally…

Reading/Participation in Discussion Board:

This eight-week session requires intensive reading, well-organized study, and active participation in e-class discussions. Each student will be an important part of the community of learners. In order to participate effectively in class discussion, it is essential that you complete all required readings before doing your assignment(s) and before posting your responses on the Discussion Board.  While students are expected to inform their thinking through the work of other writers, it is essential the sources of your ideas be identified through direct reference to the readings.

All Discussion Board postings must be completed by 11:59 PM Central Standard Time (CST) on the scheduled due dates. Your post to the new thread must be posted by 11:59 PM CST on Wednesday of each week. All responses to other students and additional comments must be completed by 11:59 PM CST on Sunday. Class runs from Monday of each week through Sunday.

You will be required to submit a post and a substantial response to at least one other student’s main post each week. Your response to other students’ postings should both thoughtful and respectful as well as demonstrate knowledge and interpretation of required readings for that week. Support your statements with information learned from the readings and from your own experiences.

Once you post a new thread, make sure you check back to see if anyone has responded so that you may continue the discussion. (The Discussion Board is like having a discussion in the traditional classroom. Someone makes a statement pertaining to the topic. Someone else adds new knowledge and insight to that information based on what was said, his or her own experiences, information learned and read, and/or what the discussion is focused on. The initial person responds again or another student responds to what has been added; thus the discussion continues.) This important aspect represents what you would do in an on campus classroom. In an on-line classroom, you are receiving points to share your thoughts and respond to others.

It is important that students enter the discussion board in a timely manner. If students post late, or respond late, then important dialogue opportunities are missed. It would be equivalent to walking into an on-campus class at the end of class, announcing what you have to say, making a quick comment to someone else, and leaving! Obviously, learning does not take place in such an atmosphere. Complete credit for such posts and responses are not given.

Online Communication: 

If you have concerns of a personal nature, please use email to communicate with the instructor or other students. Remember that the Discussion Board is public and all writings in this area can be viewed by the entire class or other assigned members.

Instructor Response Policy: 

Email and assignments will be checked frequently and you will receive a response within 24-48 hours to course-related questions. If you have not heard from me within that time period, please feel free to contact the phone number listed on the syllabus as there may have been a glitch within the system.

Written Assignments:   

All written assignments to be submitted in the e-classroom MUST either be in Microsoft Word, RTF, or PDF file formats.

Scoring guides are provided for the core assessment. Students should attend the writing center and/or use their spelling and grammar check to ensure that papers are free of technical and typological errors. (http://www.park.edu/support/writing.asp) Students must cite references using APA style within the contents of the paper.

Visiting Programs: 

IMPORTANT!!  Remember when visiting programs that you are representing Park University. Plan ahead; be respectful, and courteous when making appointments with centers and schools. Dress and act professionally when on site. Follow up with a thank you. Unprofessional behavior will be noted in final grade.

Online - Etiquette/Courtesy:

Online communications need to be composed with fairness, honesty, and tact. Spelling and grammar are very important in an online class. What you put into an online course reflects on your level of professionalism. It is important no to take disagreement personally. Responses to different ideas and observations need to be objective. Being objective means maintaining boundaries and not making personal attacks on the ability of others or making statements that have the potential to be taken personally. An important part of online learning is discussion. Differences in thinking are good because our knowledge is broadened. Because we have differences, we will have conflict. The important thing is to handle conflict in a way that does not create defensiveness, which does not promote learning. Here are online references that discuss online writing http://goto.intwg.com and netiquette http://www.albion.com/netiquette/corerules.html.

E-Mail Procedures:

It is required that you use Park’s email (Google App) for your online class.  All information – problems with assignments, concerns, etc. – pertaining to the class will be sent to you through Park’s email site.  I will check my email frequently and will respond to course related questions within 24-48 hours unless I have notified you that I will be unavailable.  All email sent to me needs to be copy/pasted.  No attachments to emails will be accepted due to the risk of viruses.

 General e-mail: When sending an e-mail, you must identify yourself by: 

EDC 357

Purpose of the e-mail

Full Name

Course Topic/Dates/Assignments:
Week 1  - 3/18 - 3/24

 
Week 1 Objectives By the end of this class week students will be able to:
  • Examine parent roles and issues families encounter.
  • Apply family systems theory to early childhood practice.
Lecture & Reading: Assignments:

1.      Introduce yourself to your fellow students by writing a paragraph about yourself. Submit it to the “Introductions” thread under Course Home unit. Besides telling us about yourself, include a favorite family tradition that you celebrate, or have celebrated with your family. If your family isn’t one for traditions, share something that you have done together or something that you value about your family.

2.      Review Application Activity Instructions; begin application activity.

3.      Begin searching for three (3) sites with strong family involvement programs, as well as elementary schools that have strong family partnerships for your interviews/observations. Scheduling visits the 3rd, 4th, and 5th weeks would give you time to summarize the visits and analyze all of the material in time to write your Family Involvement Plan and Philosophy.

4.      Read the Questions to Ask Professionals. Using the set of interview questions provided, select your own set of questions from those provided as they relate to the type of person you'll be interview. You will need to select two or more questions from each of these 5 categories: 1) positive teacher attitudes; 2) strong leadership and support systems for family involvement; 3) sufficient and flexible communication time; 4) variety in the ways for families to be involved in the program/school, including significant decision-making; and 5) generous opportunities for a 2-way flow of information with all families. Keep in mind that you'll need to ask each person ALL of your questions, and you'll want to keep your interview between 30 minutes to one hour in length. Therefore, you might choose fewer questions with the idea that you'll ask each of those and then add additional questions of your own if you have time. The same set of questions will be used for each site visit.

5.      Have some fun with the Fun Activities!  Although these are not graded, the activities are great study guides for the material covered in the textbook.  This is a new addition to the course so make sure you try at least one of the options and then provide feedback.  (Hint:  They will be especially helpful in studying for your final exam!)

NOTE: Suggestions for contact personnel at the sites would be Family Advocates, Directors, Curriculum Coordinators, Counselors, Social Workers, Teachers and Principals. Arrange to conduct an interview as well as have observation time. You’ll be gathering the answers to these questions, as well as others you may have. This information will assist you in writing your final paper. Document located in Doc Sharing

Week 2 - 3/25-3/31

Week 2 Objectives


By the end of this class week students will be able to:

  • Demonstrate an attitude of respect for the diversity of families, including their structure, culture and organization.
  • Integrate the NAEYC Code of Ethical Conduct into the classroom as it relates to parent involvement.
  • Explain the value of partnership between teacher and parents.
  • Clarify definitions of family, analyze biases and define teacher’s role in working with families.
  • Apply lessons learned in student’s own environment   
Lecture & Reading:
  • Read Chapters 4 and 5 in the textbook.
  • Review Lecture 2
  • Check out the additional information regarding Joyce Epstein’s Six Types of Parent Involvement
  • The NAEYC Code of Ethical Conduct and Statement of Commitment This is the specific link to the code of ethical conduct for teachers in the field of early education. It is important that teachers know their responsibilities to children, families, their colleagues and their community, especially in the context of this class.
  • Head Start Bureau
    The official site for Head Start has many areas that will assist learners in developing successful interactions with families. Some of these sections include: family and community partnerships, parent education, home visits, family partnerships, families in crisis, and community partnerships.

Assignments:

1.      Complete Assignment 1: Becoming Aware of Cultural Bias (10 Points)

Due: Submit to Dropbox by Sunday at midnight (CST).

The requirements for this assignment can be seen in the Assignments folder, as well as in the weekly outline in the Syllabus. When you have completed your assignment, upload it as a single file attachment to the Dropbox. Remember that all written assignments should either be in Microsoft Word, RTF, or PDF file formats.


2.      Complete Application Activity for Week 2’s lessons learned.
3.      Participate in the Application Activity Discussion (experience from Week 1) (10 Points):

Using your experience from last week’s application activity respond to each of these questions by clicking Respond in the Application Activity thread:

a.  Post your initial reflection in the topic thread prior to Wednesday, no later than 11:59 PM, of this week. 

b.      THEN respond to at least one of your classmates’ postings prior to Sunday, 11:59 PM of each week. 

4.      Check it Out:

The National Association for the Education of Young Children (NAEYC) has developed a new Web page providing a collection of resources specifically for families called "For Families." The new page features "Families Today", a column by Doctors T. Berry Brazelton and Joshua Sparrow.  There parents (and early childhood providers) can find information on quality child care and preschool programs, and resources to support development.  Check out this website for yourself and then share it with the families of the children you’ll have in your program.
http://families.naeyc.org/

5.      Something to think about:

Support systems are important to each of us. I’d like for each of you to take some time and explore your own support network. Do you think you have one? Who is typically there for you when times are tough or when you encounter a difficult life challenge? What is the "health" of your network? If something happens to a key person in your network, who do you rely on to stay emotionally stable? Remember that the families with whom we work often have weak support networks. Sometimes they rely on us, their child’s teacher, to be there for them. Other times, they may appear to be uninterested when overwhelmed and missing a strong support system. How can we assist them? (No written submission required; just food for thought.)

6.      Start arranging for your proctor.

7.      Have some fun with the Fun Activities!  Although these are not graded, the activities are great study guides for the material covered in the textbook.  This is a new addition to the course so make sure you try at least one of the options and then provide feedback.  (Hint:  They will be especially helpful in studying for your final exam!)

 

Week 3 - 4/1-4/7

 

Week 3 Objectives

By the end of this class week students will be able to:

·        Explore internal and external factors in the lives of teachers and parents that may create barriers.

·        Synthesize information learned regarding barriers, attitudes, and families and develop suggestions and programs to address these issues.

·        Apply lessons learned in student’s own environment.

Lecture & Reading:

  • Read Chapters 6 and 7 in the textbook.
  • Review Lecture 3
  • A campaign of the Children’s Defense Fund, The Cradle to Prison Pipeline campaign is a national and community crusade to engage families, youth, community leaders and institutions and those in power in every sector in the development of healthy, educated children.” Spend time reviewing this excellent Power Point that not only gives statistics, but also suggests ways that we can help alter this negative process.
Assignments:

1.      Complete Assignment 2: Barriers to Effective Home/School Relationships  (10 points)

Due: Submit to Dropbox by Sunday at midnight (CST).

The requirements for this assignment can be seen in the Assignments folder, as well as in the weekly outline in the Syllabus. When you have completed your assignment, upload it as a single file attachment to the Dropbox. Remember that all written assignments should either be in Microsoft Word, RTF, or PDF file formats.


2.      Conduct your first site visit.  (This information is needed in compiling the Core Assessment.)


3.      Complete Application Activity for Week 3’s lessons learned.
4.      Participate in the Application Activity Discussion (experience from Week 2) (10 Points):

Using your experience from last week’s application activity respond to each of these questions by clicking Respond in the Application Activity thread:

a.      Post your initial reflection in the topic thread prior to Wednesday, no later than 11:59 PM, of this week. 

b.      THEN respond to at least one of your classmates’ postings prior to Sunday, 11:59 PM of each week. 

5.      Have some fun with the Fun Activities!  Although these are not graded, the activities are great study guides for the material covered in the textbook.  This is a new addition to the course so make sure you try at least one of the options and then provide feedback.  (Hint:  They will be especially helpful in studying for your final exam!)

 

Week 4 - 4/8-4/14

 

Week 4 Objectives

By the end of this class week students will be able to:

  • Examine a variety of methods and techniques to welcome families, communicate with families, and conduct parent-teacher conferences.
  • After analyzing different techniques for introducing families to the year, design a welcome packet demonstrating an attitude of respect toward families and content knowledge.
  • Apply lessons learned in student’s own environment
  • Develop personal communication and analysis skills in conducting interviews with families regarding barriers they’ve faced in the past
Lecture & Reading:

·        Read Chapters 8, 9, and 10 in Gestwicki are the assigned chapters for this week.

·        Read "Successful Conferences" notes. (Is available in DocSharing to download)

·    Review Lecture

·        Read the Conference Tip Sheets for Principals, Teachers, and Parents from the Harvard Family Research Project  

·        Parent-Teacher Conference Tip Sheets
(Allen, J. (2009). Effective home–school communication. Family Involvement Network of Educators (FINE) Newsletter, 1(1). Retrieved December 29, 2009, from http://www.hfrp.org/family-involvement/publications-resources/effective-home-school-communication

Assignments:

1.      Assignment 3: Communicating With Families – Introduction to the Program (20 points)

Since the average length of conversation between caregiver and parents at transition times is 12 seconds according to one researcher, an introduction to the year can be an important first step in building a relationship! This week gives you the opportunity to design an Introduction to the Program Packet. Use the ideas in the text, internet and articles as a springboard to creating your own original welcome packet.  (If you use someone else’s form or format, make sure you credit them in a notation at the bottom of the appropriate packet page.)  See Assignment 3 in Week 5 for details.

2.      Conduct your second site visit.  (This information is needed in compiling the Core Assessment.


3.      Complete Application Activity for Week 4’s lessons learned.

  4.      Participate in the Application Activity Discussion (experience from Week 3) (10 Points):

Using your experience from last week’s application activity respond to each of these questions by clicking Respond in the Application Activity thread:

a.      Post your initial reflection in the topic thread prior to Wednesday, no later than 11:59 PM, of this week. 

b.      THEN respond to at least one of your classmates’ postings prior to Sunday, 11:59 PM of each week. 

5.      Have some fun with the Fun Activities!  Although these are not graded, the activities are great study guides for the material covered in the textbook.  This is a new addition to the course so make sure you try at least one of the options and then provide feedback.  (Hint:  They will be especially helpful in studying for your final exam!)

 

Week 5 - 4/15-4/21

  Week 5 Objectives

By the end of this class week students will be able to:

  • Discuss advantages and disadvantages of home visits.
  • Design a parent-teacher conference packet emphasizing respect and sensitivity toward all families
Lecture & Reading:
  • Read Chapters 11, 12,  and 13 in the textbook.
  • Review Lecture 5
  • Read Partnerships for Learning Conferencing with Families.
    This article offers basic conferencing tips along with a page that can be photocopied and sent home to the families a few days before the conference. 
  • Check out the National Parents As Teachers site. (PAT) is an international early childhood parent education and family support program serving families throughout pregnancy until the child enters kindergarten. http://www.patnc.org 
  • Another great program that was one of the original home-based programs is the Portage Project.  
  • Ways Early Childhood Educators Can Support Families
  • Review: Successful Conferences
Assignments:

1.   Assignment 4: Communicating With Families - Conference (20 Points)  It’s time to design a packet that you would use when preparing/conducting Parent-Teacher Conferences. Create a booklet that effectively communicates to families the procedures and purpose of a family–centered conference. See Assignment 4 in Week 6 for details.

1.      Conduct your third and final site visit.  (This information is needed in compiling the Core Assessment.)


2.      Complete Application Activity for Week 5’s lessons learned.


3.      Participate in the Application Activity Discussion (experience from Week 4) (10 Points):

Using your experience from last week’s application activity respond to each of these questions by clicking Respond in the Application Activity thread:

a.      Post your initial reflection in the topic thread prior to Wednesday, no later than 11:59 PM, of this week. 

b.      THEN respond to at least one of your classmates’ postings prior to Sunday, 11:59 PM of each week. 

4.      Have some fun with the Fun Activities!  Although these are not graded, the activities are great study guides for the material covered in the textbook.  This is a new addition to the course so make sure you try at least one of the options and then provide feedback. (Hint:  They will be especially helpful in studying for your final exam!)


Week 6 - 4/22-4/28

 

Week 6 Objectives

By the end of this class week students will be able to:

  • Analyze the process of becoming an advocate for families.
  • Integrate knowledge gained from site visits and community resources, infuse cultural sensitivity, and develop working philosophy of family involvement.
  • Identify methods of resolving cultural conflicts and utilize this knowledge in developing family involvement plan. 
  • Apply lessons learned in student’s own environment  
Lecture & Reading:
  • Read Chapters 14  and 15 in Gestwicki.
  • Check out the Power Point outlines for Chapters 14 and 15. The Chapter 14 one will be especially helpful as you complete the Discussion Board assignment. 
  • Review Lecture 6
  • The Colorado Parent Information and Resource Centerhas a wealth of information regarding parent-teacher meetings, family involvement, and even a bilingual parent involvement tool kit that is bilingual. Take the time to review the following Parent-Teacher Meeting Power Point. It will help you in compiling your own Conference packet. The web site will be a valuable resource in creating your family philosophy.  Parent Teacher Meetings
Assignments:

1.      Assignment 5:  Parent Program Packet  (20 points)

As a result of analyzing programs that different centers and schools provide for their families, reading the text, examining information from different articles and web sites, you will develop a program to meet the needs of the families you serve (or will serve).

Be sensitive to different family structures as well as cultural and linguistic needs of families. Identify the age group of children you are serving. Develop the following:  

a.      Develop a Needs Assessment (list possible topics or formats for families

b.      Decide a specific topic

c.      Develop objectives for the parent program you are doing. (What changes in behavior and /or attitudes of the participants would you like to see take place?)

d.      Decide whether you will have any get acquainted activities (Icebreakers) and what they will be

e.     Develop an Agenda.

2.  Complete Application Activity for Week 6’s lessons learned.


3.  Participate in the Application Activity Discussion (experience from Week 5) (10 Points):

Using your experience from last week’s application activity respond to each of these questions by clicking Respond in the Application Activity thread:

a.       Post your initial reflection in the topic thread prior to Wednesday, no later than 11:59 PM, of this week. 

b.       THEN respond to at least one of your classmates’ postings prior to Sunday, 11:59 PM of each week. 

4.  Check  to make sure your proctor has been established,  accepted and you are scheduled for your final exam.  You MUST take the final in order to pass the class. 

No Proctor; No Final; No Pass!! 

5.  Have some fun with the Fun Activities!  Although these are not graded, the activities are great study guides for the material covered in the textbook.  This is a new addition to the course so make sure you try at least one of the options and then provide feedback.  (Hint:  They will be especially helpful in studying for your final exam!)


Week 7 - 4/29-5/5

  Week 7 Objectives

By the end of this class week students will be able to:

  • Describe a variety of resources available to provide support for families.
  • Describe behaviors in families experiencing particular circumstances such as divorce and separation or abuse, and outline positive ways to support these families.
  • Examine challenging behaviors and attitudes presented by families and develop techniques to address these areas. 
Lecture & Reading:
  • Review Lecture 7
  • Read assigned reading in Week 7 Reading
  • Review Study Guide for Final Exam
Assignments:

1.      Core Assessment - Family Involvement Plan and Philosophy Statement  (60 points)

Develop a detailed analysis of each of the programs visited. (See rubric for complete description of the expectations). After completing the program analysis, conclude with a well-developed personal working philosophy of family involvement in which you reflect upon the development of your learnings through the semester and create a document representative of your beliefs about families and your plan to develop a respectful, reciprocal relationship with them. You are encouraged to use the Core Assessment Form found in Doc Sharing to complete this assignment. See Core Assessment Assignment in Week 1 and/or Doc Sharing for details. 


2.      Complete Application Activity for Week 7’s lessons learned.


3.      Participate in the Application Activity Discussion (experience from Week 6) (10 Points)

Using your experience from last week’s application activity respond to each of these questions by clicking Respond in the Application Activity thread:

a.      Post your initial reflection in the topic thread prior to Wednesday, no later than 11:59 PM, of this week. 

b.      THEN respond to at least one of your classmates’ postings prior to Sunday, 11:59 PM of each week. 

4.      Have some fun with the Fun Activities!  Although these are not graded, the activities are great study guides for the material covered in the textbook.  This is a new addition to the course so make sure you try at least one of the options and then provide feedback.  (Hint:  They will be especially helpful in studying for your final exam!)


Week 8 - 5/6-5/12

  Week 8 Objectives             There are no specific objectives for Week 8 other than documenting objectives met with the submission of portfolio artifact(s) and final exam.   Lecture & Reading:             There are no assigned readings for Week 8.    Assignments:

1.      Submit Portfolio Artifact Coversheet with Sample (15 points)

For ALL students to be successful, it is important that the general education teacher “models effective verbal, nonverbal, and media communication techniques with students and parents to foster active inquiry, collaboration, and supportive interaction in the classroom” [Standard #6 SB 291 Section 161.380.2 (4]) as well as “has effective working relationships with students, parents, school colleagues, and community members” [Standard #9 SB 291 Section 161.380.2 (4)].  Additionally, “candidates prepared in early childhood degree programs (must) understand that successful early childhood education depends upon partnerships with children’s families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning.” (NAEYC STANDARD 2)

You are required to select at least one assignment that you think best demonstrates your knowledge learned as related to the standards as a portfolio artifact and complete the coversheet below.  You are welcome to do additional artifacts if you so desire (a separate coversheet is required for each one).  If you are planning on becoming a certified teacher you will need to address both the DESE Standards #’s 6 and 9. If you are not planning on becoming a certified teacher you may opt to choose addressing the NAEYC Standard #2 AND/OR going ahead and addressing the DESE standards above.   You are not required to submit your Artifact Reflection for this class, but you are welcome to include it with your Artifact Sample(s) if you’d like me to review it for you.  You will need to submit this to the dropbox by midnight FRIDAY of Week 8.

  2.      Participate in the Application Activity Discussion (experience from Week 7) (10 Points):

Using your experience from last week’s application activity respond to each of these questions by clicking Respond in the Application Activity thread:

a.      Post your initial reflection in the topic thread prior to Wednesday, no later than 11:59 PM, of this week. 

b.      THEN respond to at least one of your classmates’ postings prior to Sunday, 11:59 PM of each week. 


3.      Proctored Final Exam The final exam is comprised of 5 sections of 15 matching terms and definitions taken from the chapters covered each week.  Each section indicates the weeks from which the terms were taken.   (Hint:  Your weekly Fun Activities will be of great help in studying for your final exam.)

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2012-2013 Undergraduate Catalog Page 97

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2012-2013 Undergraduate Catalog Page 95

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
ONLINE NOTE: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools.

Park University 2012-2013 Undergraduate Catalog Page 98
Additionally, on-line students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools.  See Park University 2011-2012 Undergraduate Catalog Page 96

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 Americans with Disabilities Act of 1990, regarding students with disabilities. In the case 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: http://www.park.edu/disability .

Additional Information:

Specific assignment requirements and formats for submission will be available in Doc Sharing.  Students are encouraged to contact the instructor via phone, email, or in the Instructor's Office link if there are ANY questions. 


Have a fantastic term! 


Attachments:
Rubric for Core Assessment

Rubric for Cultural Bias Assignment 1

Rubric for Barriers Assignment 2

Rubric for Packet Assignments 3-5

Rubric for Portfolio Artifact Sample



Course Schedule

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:2/12/2013 12:15:18 PM