Catalog Description: Examines the impact of partnerships among
families, schools, and communities on the education of young children. Course
will focus on four broad themes: needs of families including family systems
theory; parenting styles; diversity of families, and models of family, schools,
and community involvement.
Course Objectives:
1. To demonstrate an understanding of the
effects of parent involvement on student attitudes and achievement as assessed
by an in-class reaction paper.
2. To demonstrate an understanding of the
rationale for parent involvement in the educational system through an in-class
reflection paper.
3. To expand understanding and appreciation
for parents’ perspectives on involvement with the schools as demonstrated by
parent interviews or evaluation of events for parents.
4. To identify appropriate strategies for
interacting with parents and create one such strategy (parent handbook, parent
resource center, plan for a series of parent meetings) useful in the student’s
own setting.
5. To demonstrate oral communication skills
applicable to parent-teacher conferences and parent meetings through in-class
roles plays, simulations, and presentations.
6. To demonstrate awareness of the effects of
culture on parents’ attitudes about their child’s education as evidenced
through in-class reflection papers, presentation on different cultural groups,
and interviews of parents different from themselves.
7. To articulate how teachers can assist
parents in locating community resources and be an advocate for parents.
8. To gain awareness of how community agencies
and private businesses can collaborate with schools to enhance children’s
achievement.
ASSESSMENT METHODS
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NAEYC Standards |
Course Objectives Related to
Assignments |
Rubrics |
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Course objective 1, 2, 6 · In-class reflection
paper · Parent interviews · Group teaching
presentation on family diversity |
Attached |
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2.0 |
Course objectives 1, 2 In-class reflection papers |
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3.0 |
Course objectives 1, 2 · In-class reflection
papers |
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4.0 |
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5.0 |
Course objectives 3, 4, 6 · Teaching presentation on
family diversity · Parent interviews · Individual projects
(designing a parent education or involvement program, writing a parent
handbook, or designing a parent resource center) |
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6.0 |
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7.0 |
Course objective 3 · Parent interviews and/or
evaluation of events for parents |
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8.0 |
Course objective 6 · Group teaching
presentation on family diversity |
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9.0 |
Course objective 6 · Observation of in-class
roles plays, simulations, and presentations |
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10.0 |
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11.0 |
Course objective 6 · Group teaching
presentation on family diversity |
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12.0 |
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13.0 |
Course objective 3 · Parent interviews or
evaluations of parent events · Individual projects
(designing a parent education or involvement program, writing a parent
handbook, or designing a parent resource center) |
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14.0 |
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Rubric for Parent Interview
Parent Interview Evaluation
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Criteria |
Comments |
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Selection of parents (10 points) · 2 parents · not relatives · no children in your current class · description of the people interviewed (age, job status, number of children,
educational level, SES, etc.) · different from you in some way |
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Content (65 points) · Covers some of the following: · importance parent places on
relationship with child’s teacher · how relationships are
established · how poor relationships can be
improved · what parents want from their
child’s teacher · how they like to be approached
· views on whether parents
should be required to be involved in their child’s education · adds two original questions · summarize what these parents
want from their child’s teacher · evaluate whether parents’
expectations are realistic · compare and contrast views of
two parents · attempt to explain the
differences in views |
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Evaluation
of process (15 points) · satisfied with this interview · changes to make for next
interview |
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Writing and
formatting (10 points) · 4-5 pages · typed double-spaced · overall clarity · organization · grammar and punctuation · spelling · sentence structure · formatting |
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Overall
evaluation |
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Parent Event Evaluation
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Criteria |
Comments |
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Selection of events (10 points) · attends two events · not in your school · describe parents attending event in terms of demographics |
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Meeting description (15 points) · Describes purpose of meeting · Describes physical setting · Describe event, what happened |
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Analysis of event (60 points) · Meets overall
goal of evaluating parent events from the perspective of parents.
· How will parents feel entering this meeting? What have the coordinators
done to make them feel welcome? What about diverse parents? · Do you sense that some parents are anxious about being there? · Did the meeting fulfill its objectives? How did the purpose of the meeting
affect its tone? · What aspects contributed to its success or failure? · If appropriate, were parents given something to do between now and the
next meeting? · How clear was the communication? Responds to other questions, but still meets overall goal of paper. |
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Other Materials (5 points) · Include any materials
distributed at the event, including an agenda. |
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Writing and
formatting (10 points) · 4-5 pages · typed double-spaced · clarity and organization · grammar, punctuation, spelling · sentence structure · formatting |
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Overall
evaluation |
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Rubric for Presentation on Diverse Families
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Criteria |
Comments |
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Research (15%) • Appropriateness (current, on topic) and number of sources (minimum
requirement is three sources other than the text) • Includes reference list |
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Content (40%) • Is the information you presented accurate? • Does it fulfill the assignment, focusing on families rather than on
curriculum? • Is the information useful to teachers? |
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Presentation (30%) • Topic and presenters are introduced • Teaching is organized and flows smoothly • Teaching methods are clear and effective • Presentation is interesting •
Presentation lasts no more than 30 minutes including a 5-minute question and
answer period • Each member of the team presents |
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Handout (15%) • Grammar and punctuation • Spelling • Sentence structure • Organization • Formatting |
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Overall Evaluation |
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Rubric for Sample Individual Projects
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Criteria |
Comments and Evaluation |
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Program description (5) · Includes program description · Describes parent population · States grade level |
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Need for and use of handbook (10)
· Why is this handbook needed? · How will it be used? |
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Distribution plan (10) · How will you make sure the
people who need the handbook get it? · Describe the approval process.
Once it is finished, who needs to approve it. How long will it take? · How will you make this
available to parents who don’t read well or don’t read English? · How will this project be
funded? |
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Evaluation plans (10) · How will you find out whether
the handbook is successful? · What procedures will you use
to evaluate it? |
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Handbook (50) · Edited and ready to be printed · At appropriate reading level
for parents · Includes all appropriate
topics · Materials include all parents · Gives parents sources for
clarification of information in handbook · Is reader friendly |
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Writing of handbook and paper (15) · 4-5 page paper + handbook · double-spaced · clear written expression,
organized · appropriately “formal”
language · grammar, punctuation, and
spelling · sentence structure |
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Total |
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B.
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Criteria |
Comments and Evaluation |
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Program description (5) · Includes program description · Describes parent population · States grade level |
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Goals (10) · Goals for the center · Needs assessment document or
results of needs assessment |
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Materials (30) · Titles of 25 books and brief
abstracts of 10 · Titles of 25 videos and brief
abstracts of 10 · 15 websites and brief
descriptions of five · Other materials · Rationale for selection · Evidence of consideration of
needs of diverse parents · Plans for how materials will
be added |
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Physical Layout & Organization (20) · How will the center be
organized? · How will it be maintained? · Who will maintain it? · Who will fund it? · How will it meet the needs of
diverse families? |
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Publicity (10) · How will parents learn about
the center? · What forms of publicity will
you use? · If they have questions, who
will they go to? |
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Evaluation (10) · How will you find out whether
the resource center is successful? · What procedures will you use
to evaluate it? |
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Criteria |
Comments and Evaluation |
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Writing of (15) · 5-10 pages · typed double-spaced · clear written expression · appropriately “formal”
language · organized · grammar, punctuation, spelling · sentence structure |
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Total |
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Prospectus for Parent Involvement or Education Program
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Criteria |
Comments and Evaluation |
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Program description (5) · Includes program description · Describes parent population · States grade level |
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Goals (10) · Goals for the program · Rationale for the goals |
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Content (30) · What will this program cover?
Give an outline for the entire program · Rationale for selection of
content · How will this appeal to
diverse parents? · Take two topics and develop
the meeting. What resources will you use? How will you plan the session? Who
will speak? What will parents do? What content will you cover? |
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Presentation Format (20) · How will the sessions be
organized? Where will they be held? Will you have to pay for space? · Consider all logistics. · Who will present? · What is the role of the
parents? |
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Publicity (10) · How will parents learn about
the program? · What forms of publicity will
you use? · How will you encourage
involvement and participation by diverse families? |
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Evaluation (10) · How will you find out whether
the parent education or involvement program is successful? · What procedures will you use
to evaluate it? |
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Writing (15) · 5-10 pages · typed double-spaced · clear written expression · appropriately “formal”
language · organized · mechanics |
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Total |
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Rubric for In-Class Reflection Papers
(10 points)
9-10
Question is answered clearly and directly. Opinions are supported through
use of readings as well as personal experience. Writing is clear and well
organized.
7-8
Question is discussed but not answered clearly. Some opinions are supported
with evidence. Writing is understandable.
5-6
General topic is addressed, but question is not answered. Opinions are
expressed but not supported. Writing is not clear and may be disorganized.