COURSE SYLLABUS SOUTHEAST MISSOURI STATE UNIVERSITY Department: Elementary, Early, and Special Education Course No. CE 614 Course: Family / School Partnerships in Early Childhood Revised: Spring 2012 and Elementary Education The Teacher as Competent Professional Educator I. Catalog Course Description and Credit Hours of Course: Analysis of current programs and practices in establishing family/school partnerships to support educational decision making and child learning. (3) II. III. Prerequisite (s): Graduate Standing Purposes or Objectives of the Course: The student will demonstrate a knowledge base and skills necessary to: A. Engage in study, research, writing, and critical analysis of educational literature related to the involvement of families in schools programs and decision making process. (COE 2.3, 2.4, 6.2; NAEYC ET3, ET4,, ET6) B. Apply the family involvement standards of the National Board of Professional Teaching Standards for Early Childhood and Middle Childhood Educators and the National Association for the Education of Young Children Advanced Standards for Professional Preparation of Early Childhood Teachers to one s professional practice. (COE 2.4; NAEYC ET4, ) C. Use state and local school district policies pertaining to the involvement of families in decisions related to the school and its programs. (COE 1.5; NAEYC ET4, ) D. Research and analyze diverse family dynamics and community characteristics. (COE 2.1, 3.2, 4.3; NAEYC 2a, ET1) E. Apply family systems theory as it relates to working with diverse families, including families of children with exceptional needs. (COE 3.2, 4.3; NAEYC 2a, ET1, ET4) F. Design and implement activities to create respectful, reciprocal relationships with families, including improving family / teacher communication, cooperation, and collaborative decision making. (COE 2.2, 3.3, 3.4; NAEYC 2b, ET7) G. Support families of children with exceptional needs, including participating in the IFSP and IEP process and advocating for appropriate care and education for young children with disabilities. (COE 3.3, 3.4; NAEYC 2b, ET7, ET 8) H. Apply a variety of strategies that build on family and community norms and values to involve diverse families in their children s development and learning. (COE 2.1, 3.2, 3.3, 4.3; NAEYC 2c, ET1) I. Describe current models for family / school / community partnerships. (COE 1.5; NAEYC ET4, ).
IV. Student Learning Outcomes 1. Students will develop comprehensive strategies to create respectful, reciprocal relationships with families, including improving communication, cooperation, and collaborative decision making between families / community members and school district / teachers. 2. Students will describe how to collaborate with families of students with exceptional needs, including participating in the IFSP and IEP process and advocating for appropriate care and education for students with disabilities. 3. Students will use current successful models for family / school / community partnerships to create a family engagement plan for their classroom and school district / program that includes a variety of strategies unique to the age / grade level of students and builds on family and community norms and values. Alignment Matrix Course Objective Engage in study, research, writing, and critical analysis of educational literature related to the involvement of families in schools programs and decision making process Apply the family involvement standards of the National Board of Professional Teaching Standards for Early Childhood and Middle Childhood Educators and the National Association for the Education of Young Children Advanced Standards for Professional Preparation of Early Childhood Teachers to one s professional practice. Use state and local school district policies pertaining to the involvement of families in decisions related to the school and its programs Research and analyze diverse family dynamics and community characteristics. Apply family systems theory as it relates to working with diverse families, including families of children with exceptional needs. Design and implement activities to create respectful, reciprocal relationships with families, including improving family / teacher communication, cooperation, and COE Standard Met 2.3 2.4 6.2 NAEYC* Standard Met ET3 ET4 ET6 2.4 ET4 1.5 ET4 2.1 3.2 4.3 3.2 4.3 2.2 3.3 3.4 2a ET1 2a ET1 ET4 2b ET7 Assessment Ensuring that the Objective has been met Family Involvement Self- Evaluation Journal Article Review Family Involvement Self- Evaluation Family Involvement Plan Number of Hours Allocated (15 per credit hour) 2 Family Involvement Self- 3 Evaluation Family and Community Analysis Family Involvement Plan Family and Community 9 Analysis Family Interview Family Interview 4 Family Interview Family Involvement Plan 8 2
collaborative decision making. Support families of children with exceptional needs, including participating in the IFSP and IEP process and advocating for appropriate care and education for young children with disabilities. Apply a variety of strategies that build on family and community norms and values to involve diverse families in their children s development and learning. Describe current models for family / school / community partnerships 3.3 3.4 2.1 3.2 3.3 4.3 2b ET7 ET 8 2c ET1 Family Interview 5 Family Involvement Plan 1.5 ET4 *NAEYC Advanced Standards for Professional Preparation: 5 standards and 9 Essential Tools (ET) Family Involvement Plan 3 Relationship of the Conceptual Framework to Standards Southeast Missouri State University s Conceptual Framework is predicated on the belief that all students can learn and every child deserves dedicated teachers who have a firm grasp of content, are effectively trained, and know how to teach to high standards. An increasing emphasis on professional standards for educators reinforces the relevance of the College of Education s vision of a competent, reflective, and caring professional as the grounding tenet of our conceptual framework as well as a commitment to proficiency in literacy, diversity and technology. As the lists of expected achievement indicators, competencies, and dispositions issued by government and professional groups become more extensive, only a competent professional who actively reflects on his/her teaching, while maintaining a caring attitude, is and/or will be capable of meeting the intent of those standards. 9 IV. Expectations of Students: Students will be expected to complete the following course requirements: A. Read extensively from professional literature (text, current journal articles, selected websites) related to family involvement. B. Analyze personal views about families and family involvement, as well as current family involvement skills and practices in their own classroom and school district, as related to national standards and state policies. C. Participate in online discussions by integrating knowledge gained from readings and information gathered about family systems theory, developing relationships with diverse families, including collaborative decision making, and family involvement practices. D. Conduct a Family and Community Analysis that demonstrates a strong understanding of the dynamics and characteristics of diverse students families, as well as local community characteristics, norms and values. E. Interview a parent of a child with disabilities and reflect upon skills needed to support families of children with exceptional needs, including participating in the IFSP and IEP process and advocating for appropriate care and education for young children with disabilities. F. Develop a Family Involvement Plan for the classroom and school district, based upon the model required by the Missouri State Board of Education, which includes plans for these six areas: Communication, Parent Education, Home Involvement, School Involvement, Family as Decision Makers, and Community Resources. V. Course Content
Topic (Note: Course is in online format) # hrs. A. Critical analysis of current educational literature related to the involvement 2 of families in schools programs and decision making process B. National standards for family involvement 2 1. National Board of Professional Teaching Standards for Early Childhood and Middle Childhood Educators 2. National Association for the Education of Young Children Advanced Standards for Professional Preparation of Early Childhood Teachers C. State and local school district policies pertaining to the involvement of families 3 in decisions related to the school and its programs 1. Missouri Family Involvement Plan 2. Families as Partners and Leaders 3. Collaborative decision making 4. Advocacy D. Family diversity and dynamics 9 1. Diversity in structure 2. Diversity in culture / ethnicity 3. Families of children with exceptional needs E. Family systems theory 4 F. Developing respectful and reciprocal relationships with families 8 1. Responsive communication 2. Collaborative conferences 3. Unique needs of families of children with disabilities G. Supporting families of children with exceptional needs 5 1. General classroom teacher s role 2. Legislation / IDEA 3. Individualized Family Service Plan 4. Individualized Education Program H. Family involvement strategies 9 1. Home involvement 2. School involvement 3. Parent education programs 4. Community Resources I. Home / school / community involvement models 3 1. Ecological Theory (Bronfenbrenner) 2. Family Empowerment Model (Dunst) 3. Social Capital (Coleman) 4. Funds of Knowledge (Moll) 5. National Network of Partnership Schools (Epstein) Total Hours 45 VI. Textbook and/or Required Readings:
A. Barbour, C., Barbour, N.H., & Scully, P.A. (2007). Families, Schools, and Communities: Building Partnerships for Educating Children. (4th Ed.) Upper Saddle River, NJ: Pearson. B. Supplemental journal readings, including NBPT Standards for Early Childhood and Middle Childhood Educators and NAEYC Advanced Standards for Professional Preparation of Early Childhood Teachers VII. Basis for Student Evaluation: Assignment Points Due Date Online (Forum) class postings 30% Weekly Family Involvement Self-Evaluation 10% Beginning of semester Journal Article Review 10% 1 st half of semester Family Interview 10% 1 st half of semester Family and Community Analysis 10% 1 st half of semester Family Involvement Plan 30% 2 nd half of the semester Note: The weight of the evaluation criteria may vary according to each instructor and will be communicated at the beginning of the course. VIII. IX. Grading Scale 100-90%= A 89-80% = B 79-70% = C 69% and below=f Academic Policy Statement: Academic honesty is one of the most important qualities influencing the character and vitality of Southeast Missouri State University. Academic misconduct or dishonesty is inconsistent with membership in an academic community and cannot be accepted. Violations of academic honesty represent a serious breach of discipline and may be considered grounds for disciplinary action, including dismissal from the University. Academic dishonesty is defined to include those acts which would deceive, cheat, or defraud so as to promote or enhance one's scholastic record. Knowingly or actively assisting any person in the commission of an above-mentioned act is also academic dishonesty. Students are responsible for upholding the principles of academic honesty in accordance with the "University Statement of Student Rights" found in the STUDENT HANDBOOK. The University requires that all assignments submitted to faculty members by students be the work of the individual student submitting the work. An exception would be group projects assigned by the instructor. In this situation, the work must be that of the group. Academic dishonesty includes: Plagiarism and Cheating. X. Student with Disabilities:
Southeast Missouri State University and Disability Support Services remain committed to making every possible educational accommodation for students with disabilities. Many services and accommodations which aid a student s educational experience are available for students with various types of disabilities. It is the student s responsibility to contact Disability Support Services to become registered as a student with a disability. Accommodations are implemented on a case by case basis. For more information visit the following site: http://www6.semo.edu/lapdss/index.htm XI. XII. Civility and Harassment The University strives to offer learning experiences and opportunities designed to help students think effectively, develop the capacity to communicate, discriminate among values, and make relevant judgments. A major determinant of a successful educational experience is a shared sense of respect among and between the students and their instructor. Mutual respect for all as well as a no tolerance policy on harassment of any kind is expected. Every student at Southeast is obligated at all times to assume responsibility for his/her actions, to respect constituted authority, to be truthful, and to respect the rights of others, as well as to respect private and public property. Professional Dispositions for Teacher Education The Dispositions, as assessed within Teacher Education are guided by the central core of the Conceptual Framework. The beliefs and attitudes related to the areas of competence, reflection and caring, were the guiding force in establishing the 11 current dispositions assessed beginning in Block II within the initial teacher preparation program and the clinical experiences at the graduate level. These dispositions continue to be validated by P-12 personnel, faculty and the candidates themselves as the evaluation process evolves. In 2007, an Improvement Disposition Plan (IDP) form was created to inform and remediate the candidates who did not meet or exceed the expectations of the unit. The IDP form is available for faculty to utilize during supervision of field experiences, as well as in the classroom setting. The following assessed dispositions are listed under the applicable Conceptual Framework Term. Competent: -Self-initiative/Independence -Reliability/Dependability -Attendance/Punctuality Reflective: -Response to feedback -Desire to improve teaching performance Caring: -Tact judgment (with peers and/or instructors) -Interaction with students, peers, teachers and others -Collegiality -Attitudes towards learners/fairness -Attitudes towards cultural, ethnic and socioeconomic diversity -Commitment to the profession