EDU-E-101-Home and School Collaboration

Home and School Collaboration provides students with skills necessary to work effectively in partnership with parents, community professionals, colleagues in education including educators, other school professionals, paraprofessionals as well as administrators. Communication, conflict resolution, and collaboration skills are practiced using a variety of strategies and approaches such as the Touchpoints Approach. Special emphasis is given to working with others when high conflict and opposing viewpoints exist along with strategies for partnering with parents who have limited English proficiency and are from culturally diverse backgrounds.

LEARNING OUTCOMES*:

Course Objectives: The purpose of this class is to provide students with a comprehensive look at parent-school-community partnerships that will enhance their understanding of how to establish parent and community involvement programs.  As a result of this course, students will be able to:

1. Establish and maintain positive relationships with families through written and oral communications such as: Parent-teacher conferences, Newsletters, Parent/child activity nights, Home visits. 
2. Involve parent in assessing and planning for:
   1. Individual children
   2. Children with learning disabilities
   3. Children with special abilities
3. Apply family systems theory,
4. Apply knowledge of dynamics, roles, and relationships,
5. Demonstrate knowledge of the history of family and parental involvement,
6. Develop an awareness and sensitivity to differences in family structures and social and cultural backgrounds.

TAG Objectives:

1. Describe the impact of multiple influences (e.g., socioeconomic status, home environment, community context, school setting, and special needs) on the development of the whole child in terms of the family. 
2. Identify the unique components of family structure that create foundations for learning along with the interactions that enhance these components, including individual identity, customs, and social, cultural, and linguistic background.
3. Explain the importance of establishing and maintaining positive, productive and collaborative relationships with families.
4. Describe ways to create partnerships that respect family choices and goals for children.
5. Produce examples of effective interpersonal communication skills in the process of family/educational setting/community relations and involvement through written or oral means.
6. Describe the availability, accessibility and impact of formal and informal resources (e.g., civic organizations, senior citizen centers, and peer parents), local supports, and agencies serving the child, family, and community.
7. Explain how early childhood professionals can ethically engage in informed advocacy within the community to support children and families.
8. Evaluate the relationship between family involvement and student learning.
9. Describe the importance of building rapport with families in respectful, culturally responsive ways, when solving classroom problems, supporting learning, and including families in the assessment of their child’s development and learning.
10. Plan developmentally appropriate experiences within learning environments that involve families and communities by providing opportunities and resources to promote each child’s optimal development and learning.
11. Describe the aspects of the social and emotional climate of the school setting/community (e.g., bullying, discipline policies, and character education) and its influence on student well-being.

CLASS TEXT: Not a requirement 

Parents as Partners in Education:  Families and Schools Working Together; 10^th Edition; Eugenia Hepworth Berger & Mari Riojas-Cortez. Pearson Publishing

Credit Hours

 This 3 credit course, delivered over a 10 week term will approximate: 2 hours/week classroom or direct faculty instruction for a total of 30 hours of seat time. In addition, out-of-class student work will approximate a minimum of 6 hours/week.

Course Requirements: Purposeful and Meaningful Assignments and Assessments:

1. Attendance and Participation in Class Activities and Discussions
2. Complete Nine Weekly Discussion Forums
3. Complete nine  In-class Assignments (must be in class to complete)
4. Child and Family Support Plan
5. Self Assessment and Improvement Plan/ Parent Workshop 

Grading System

Attendance and Participation (must be in class) 10 pts x 10 classes……………. 100 pts

Weekly Discussion Forums: 9 x 15 points each…..……………..………………..135 pts

In-class assignments (9 x 10 pts. each)……………………………………………….90 pts

*Child and Family Support Plan …………………………………………..….………..100 pts

*Self assessment of collaboration skills and plan for improvement………………..140pts

Bonus Points/ Make up…………………………………………………………………….35 pts

________

Total points: 600 pts

*Tutors are available for students. Please contact the instructor if you have any questions or need a tutor.

540 – 600 = A 90 – 100%

480 – 539 = B 80 – 89%

420 – 479 = C 70 – 79%

360 – 419 = D 60 – 69%

Below 360 = F Below 60

COURSE METHODOLOGY: (Course Syllabus – Individual Instructor Specific)

This course is being offered online through Youtube/Facbook/TikTok.  Students in this class will meet the course objectives by participating in various learning activities specifically designed for an online environment.  These activities include but are not limited to the following:  discussion boards, videos, video lectures, chapter writing assignments, work projects, research papers, and group exercises.  Online quizzes and exams may be used as appropriate to the course objectives and online supplemental instruction.  Course content will be laid out in Youtube/TikTok using Weekly Modules.  Students will have access to faculty through TikTok Office Hours.  A minimum of 4 TikTok meetings will be held. 

Late Assignments

Late assignments will not receive full credit. 35% will be deducted on all late assignments. 

Attendance Policy

This class is highly interactive and learning occurs through participation in class discussions and activities that are impossible to be duplicated outside of class. It is required that students attend all class sessions including virtual field trips. Attendance and participation is graded at 8 points/class. An opportunity for make-up work is provided on an individual basis for emergency situations. 

Reasonable Accommodation

Accommodations are provided to students with diagnosed disabilities. Please reach out. It is important that students with disabilities inform their instructors of their disabilities at the beginning of the quarter, in order to facilitate the process of determining appropriate and reasonable accommodations for the individual student.

Appropriate Behavior

You are expected to display professionalism and responsibility in attitude and behavior. Treat yourself and others with courtesy and respect.

Course Responsibilities

Knowledge of the course content, class lectures, assignments, and syllabus content is the student’s responsibility, regardless of absenteeism. Syllabus content and calendars are tentative; instructors will notify you of any changes.