University of Texas at Brownsville EDLR 6336: Family Engagement Fall 2011

University of Texas at Brownsville
EDLR 6336: Family Engagement
Fall 2011
Course Title:
School Leadership for Family Involvement
Instructor:
Dr.Michelle Abrego
Office Location:
2.212 EDBC
Email:
[email protected] (best mode of communication)
Telephone:
882-7677 (UTB Office)
882 -7678 (Department Office for School Specialties)
Office Hours:
Mondays 1-3 p.m.
Wednesdays 10 a.m.- noon
Thursday 3:30-4:30 p.m.
And by appointment
Class Times:
Wednesdays 7:15 – 10:00 p.m. {Hybrid]
Class Location:
TSTC UC 34
Required Textbooks:
Preparing Educators to Engage Families: Case Studies Using an Ecological Systems Framework
(2010) (2nd Edition) by Heather R. Weiss, Holly Kreider, M. Elena Lopez and Celina ChatmanNelson. Sage Publications
School-Family Partnerships for Children’s Success. (2005) edited by Evanthia N. Patrikakous,
Roger P. Weissberg, Sam Redding and Herbert J. Walberg. Teachers College Press
Required E mail address that is current to allow course email to be sent through
Blackboard.
Course Description:
This course will explore and analyze the school principal’s role as the lead advocate for family
involvement/engagement in schools. Students will identify ways to improve school engagement
practices and effectively interact with all families including those who are culturally and
linguistically diverse.
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Course Objectives :
1. Explore the school leader’s role in the engagement of families and the need in today’s
schools for principals to be advocates for all families.
2. Identify and explore various conceptual models to describe and analyze family
involvement/engagement.
3. Examine and analyze school’s family engagement beliefs, practices and policies in an
effort to assess their impact on family engagement/involvement.
Course Requirements and Grading:
 Class Facilitator Presentation - [One presentation @ 15 points] 15%
Students will work in groups to make a class presentation related to readings in the text SchoolFamily Partnerships for Children’s Success. The presentation will be approximately 45 -60
minutes in length and very interactive in nature. Key points from the text should be presented.
Outside sources are encouraged related to the chapter content. (Work to also incorporate
concepts from the Case Study Book.) Presentations are encouraged to make use of video clip
when appropriate. A class presentation rubric to be used for grading will be presented in class.
 Parent Interviews – 20 points (20%)
Interview two different parents who have children currently enrolled in a school. Develop
questions for the interview based on your readings and course discussion. Script the interview
and analyze the themes that emerge surrounding parents’ experience with their children’s school.
These interviews and analyses will be shared in class. Points will awarded for written work and
reporting results in class.
 Discussion Board – (50%)
Each of the discussion board forums will be graded on a scale of 1-10. The forum grades will be
averaged together to form 50% of the grade in the course. This rubric for discussion board is
found at the end of the syllabus.
Notes about discussion board posts
Each forum will contain directions on posting to discussion board. The discussion board
will serve as the tool in which class discussions will take place online.
Responses are to be high quality and should demonstrate that students have thoroughly
read assigned class material and are able to apply it. Responses should include citations
from course readings.
Responses should be substantive and beyond a one sentence response.
Points will be awarded based on the strength of the response and the frequency of posting
and time of posting – see discussion board rubric.
Professional and well edited
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 Parent Resource Guide 15%
Create a resource guide of useful information for parents. The guide can include articles, web
sites, videos, etc. Select 15 sources for the guide and include a paragraph that explains the
rationale for each source selected. This project will be completed in groups of two or
independently. If you wish to work independently please let the instructor know by August
29th.
Grading Scale:
A = 92-100
B = 91-83
C= 82-75
F = Below 75
Student Dispositions and Standards of Performance
Students’ work and participation in class, while being one indicator of knowledge of course
material, also reflect students’ dispositions with regard to becoming an effective school
administrator. As in all courses in the Educational Leadership program, the following
dispositions are expected and will be monitored for all students:
• Professional behavior
• Appreciation of human diversity
• Commitment to collaboration with colleagues
• Commitment to ethical behavior, honesty, and integrity
• Commitment to life-long learning, including professional development
As indications of positive and professional dispositions, students are expected to:
• Be actively involved during in-class activities
• Contribute to class discussions
• Be on time for class and when submitting assignments
• Cooperate in and make significant contributions to group activities
• All class work must be typed using 12-point font and double-spaced. No
handwritten work will be accepted.
• APA style is to be used. (Publication Manual of the American Psychological
Association)
Syllabus Disclaimer:
While the provisions of this syllabus are as accurate and complete as possible, the instructor
reserves the right to change any provision herein, not covered by UTB/TSC HOOP or UT
Regents Rules, with notice if circumstances so warrant. Every effort will be made to keep
students advised of such changes and information about such changes will be available at all
times from the instructor. It is the responsibility of each student to know what changes if any,
have been made to the provisions of this syllabus and to successfully complete the requirements
of this course. Questions regarding information on the syllabus and course requirements need to
be addressed by the students when the syllabus is received.
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Tentative Schedule for Fall 2011 EDLR 6336
The online classes are listed in your syllabus. The classes will be an asynchrous discussion board forum that will be
case study application. Additional readings may be assigned by the instructor
Date
Readings and Assignment Due
August 24
Introduction to Course Syllabus and Requirements
August 31
Critical Issues Facing Families and Educators Patrikakou, et. al, Foreward, Preface and
Introduction and pp. 1-39
Brainstorm Parent Interview Questions
Student Presentation Organization and Group Planning
September 7
Preparing Educators to Engage Families: Case Studies Using an Ecological Systems Framework –
Introduction pp. xix-xxxv
Weiss Et. Al. Theoretical Perspectives on the Micro System pp. 1-11
Brainstorm Parent Interview Questions
Discussion Board Forum on Microsystems Cases Weiss et. al. pp. 12-24
September 14 [online]
Case 1: A Special Education Plan for Anabela: Does Supporting Her Needs Mean Holding Her
Back?
Case 2: My Favorite Subject is Lunch: Motivating a Disengaged Student
September 21
Parent’s Motivation for Involvement in Their Children’s Education Patrikakou, et. al, pp. 40-56
Student Presentation #1
Weiss et. al Chapter 3, pp. 26-45– Introduction of the Mesosystem and
Case Three: Lunchtime at Sunnydale Elementary
Discussion Board Forum on Mesosystem Cases
September 28 [online]
Weiss et. al pp. 45-53 Case 4: Defining “Fine” Communicating Academic Progress to Parents
Weiss et. al pp. 53-59 Case 5: Bilingual Voices and Parent Classroom Choices: Family
Engagement in Language and Literacy
October 5
Influences and Challenges to Better Parent School Collaboration Patrikakou, et. al, pp. 57-76
Student Presentation #2
Weiss et. al Theoretical Perspectives on the Exosystem, pp. 62-67
Discussion Board Forum on Exosystem Cases
October 12 [online]
Weiss et. al pp. 68-76 Case Study 6: Afterschool for Cindy: Family, School and Community
Roles in Out of School Time
Weiss et. al pp. 76-82 Case Study 7: Piecing it Together: Linking Systems to Support a Student
and Family
October 19 [in the field]
Conducting Parent interviews in the field/Students will utilize this time to meet with parents in the
field.
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October 26
Intercultural Considerations in School – Family Partnerships Patrikakou pp. 77-91 Student
Presentation #3
School and Family Influences on the Social and Emotional Well Being of African American
Students Patrikakou, p. 92-108 Student Presentation # 4
Weiss et. al pp. 84- 96 Theoretical Perspectives on the Macrosystem
Weiss et. al pp. 97-103 Case 8: What Words Don’t Say About Racsim
Weiss et. al., pp. 103-117 The Macro Systems Cases:
November 2 [online]
Case 9: Raising Children Alone: Poverty, Welfare Reform and Family Engagement
Case 10: Learning in the Shadow of Violence: Community, Culture and Family Engagement
November 9
Parental Involvement and Children’s School Success Patrikakou. Pp. 109-130. Student
Presentation #5
Preparing Educators for School-Family Partnerships: Challenges and Opportunities, Patrikakou,
pp. 164-180. Student Presentation #6
Weiss et. al Theoretical Perspectives of the Chronosystem pp. 120-125
November 16 [online]
Chronosystem Cases: pp. 126-141
Case 11: Tomato is Too Big to Hold Hands
Case 12: Staying on the Path Toward College: One Boy at the Crossroads
November 23
Thanksgiving Holiday
November 30
Face to Face
Read School Family Relations and Student Learning: Federal Education Initiatives, Patrikakou pp.
131-147 and Grass Roots from the Top Down: The State’s Role in Family School Relationships,
Patrikakou, pp. 148-163 Student Presentation #7
Parent Interviews/Analysis Due [ Begin sharing parent interviews.]
Parent Resources Guide /WIKI Project Due
December 7
Face to Face
Course Wrap Up
Finish Parent Interview Sharing in Class
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UTB POLICY
SATISFACTORY ACADEMIC PROGRESS (SAP)
UTB/TSC monitors academic progress every fall and spring semester to identify those
students who are experiencing difficulty with their courses. Satisfactory Academic
Progress (SAP) is based upon two components: GPA of 2.0 or higher and successful
course completion of at least 70% of course work attempted. Students remain in
good standing with the university and Financial Aid when both criteria are met. Students
who do not maintain these required minimum standards will be placed on probation or
suspension as appropriate. The complete Satisfactory Academic Progress policy and the
Undergraduate Satisfactory Academic Progress for Financial Aid policy can be found in
the current Undergraduate Catalog. For more information, please visit
http://www.utb.edu/vpaa/sap/Pages/Home.aspx
SCHOLASTIC DISHONESTY
Students who engage in scholastic dishonesty are subject to disciplinary penalties,
including the possibility of failure in the course and expulsion from the University.
Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, and
submission for credit of any work or materials that are attributable in whole or in part to
another person, taking an examination for another person, any act designed to give unfair
advantage to a student, or the attempt to commit such acts. Since scholastic dishonesty
harms the individual, all students and the integrity of the University, policies on
scholastic dishonesty will be strictly enforced. (Board of Regents Rules and Regulations)
All scholastic dishonesty incidents will be reported to the Dean of Students. Do not
allow your peers to pressure you to cheat. Your grade, academic standing and personal
reputation are at stake. For a brief informative video on cheating and its consequences
click on “Academic Integrity at UTB/TSC” at this link:
http://www.utb.edu/sa/judicial/Pages/academicIntegrity.aspx
STUDENTS’ ACADEMIC RESPONSIBILITIES
Students are expected to be diligent in their studies and attend class regularly and on
time. Students are responsible for all class work and assignments. On recommendation of
the instructor concerned and with the approval of the Dean, students may, at any time, be
dropped from courses. This may result in a “W” or “F” on the student’s permanent
record.
EMERGENCY POLICY STATEMENT
In compliance with the Emergency UTB/TSC Academic Continuity Program, academic
courses, partially or entirely, will be made available on the MyUTBTSC Blackboard
course management system. This allows faculty members and students to continue their
teaching and learning via MyUTBTSC Blackboard http://myutbtsc.blackboard.com,
in case the university shuts down as a result of a hurricane or any other natural disaster.
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The university will use MyUTBTSC Blackboard to post announcements notifying faculty
members and students of their responsibilities as a hurricane approaches our region. If
the university is forced to shut down, faculty will notify their course(s). To receive credit
for a course, it is the student’s responsibility to complete all the requirements for that
course. Failure to access course materials once reasonably possible can result in a
reduction of your overall grade in the class.
To facilitate the completion of class, most or all of the communication between students
and the institution, the instructor, and fellow classmates will take place using the features
in your MyUTBTSC Blackboard and UTB email system. Therefore, all students must
use Scorpion Online to provide a current email address. Students may update their email
address by following the link titled “Validate your e-Mail Account” in MyUTBTSC
Blackboard Portal. In the event of a disaster that disrupts normal operations, all students
and faculty must make every effort to access an internet-enabled computer as often as
possible to continue the learning process.
Emergency Notification System
UTB/TSC has implemented an emergency communication system to provide students,
faculty, staff and visitors with important information in the event of an impending threat.
This system allows UTB/TSC to send time sensitive notifications via telephones,
computers, indoor speakers in classrooms and laboratories, outside speakers, e-mail
messages, and announcements on the University’s home page: www.utb.edu. The
notification methods used will vary depending on the level of the emergency. Messages
will communicate the current situation and provide guidance for what action needs to be
taken immediately.
AMERICANS WITH DISABILITIES ACT (ADA)
Students with disabilities, including learning disabilities, who wish to request
accommodations in this class should notify the Disability Services Office early in the
semester so that the appropriate arrangements may be made. In accordance with federal
law, a student requesting accommodations must provide documentation of his/her
disability to the Disability Services counselor. For more information, visit Disability
Services in the Lightner Center, call 956-882-7374 or e-mail [email protected].
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ELCC Standards for School Leaders (Building level)
The Educational Leadership Program at UT Brownsville recognizes the
Educational Leadership Constituent Council (ELCC) Standards, which fall
under the National Policy Board for Educational Administration (NPBEA).
Standard 4.0: Candidates who complete the program are educational
leaders who have the knowledge and ability to promote the success of all
students by collaborating with families and other community members,
responding to diverse community interests and needs, and mobilizing
community resources.
Standard 4.0 Narrative Explanation: This standard addresses the fact that cooperation
among schools, the district, and the larger community is essential to the success of
educational leaders and students. Educational leaders must see schools as an integral part
of the larger community. Collaboration and communication with families, businesses,
governmental agencies, social service organizations, the media, and higher education
institutions are critical to effective schooling. The ability to analyze emerging issues and
trends that might affect schools and districts enables educational leaders to plan effective
instructional programs and school services. Effective and appropriate communications,
coupled with the involvement of families and other stakeholders in decisions, helps to
ensure continued community support for schools. Seeing families as partners in the
education of their youngsters, and believing that families have the best interests of their
children in mind, encourages educational leaders to involve them in decisions at the
school and district levels. Family and student issues that negatively affect student
learning must be addressed through collaboration with community agencies that can
integrate health, social, and other services. Such collaboration relies on good
relationships with community leaders and outreach to a wide array of business, religious,
political, and service agencies. Providing leadership to programs serving all students,
including those with special and exceptional needs, further communicates to internal and
external audiences the importance of diversity. To work with all elements of the
community, educational leaders must recognize, value, and communicate effectively with
various cultural, ethnic, racial, and special interest groups. Modeling community
collaboration for staff and then offering opportunities for staff to develop collaborative
skills maximizes positive interactions between schools and the community.
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Principal TeXes Competencies Covered in the Course
Domain I—School Community Leadership
Competency 001
The principal knows how to shape campus culture by facilitating the development, articulation,
implementation, and stewardship of a vision of learning that is shared and supported by the
school community.
The principal knows how to:
• create a campus culture that sets high expectations, promotes learning, and provides intellectual
stimulation for self, students, and staff.
• ensure that parents and other members of the community are an integral part of the campus
culture.
• implement strategies to ensure the development of collegial relationships and effective
collaboration.
• respond appropriately to diverse needs in shaping the campus culture.
• use various types of information (e.g., demographic data, campus climate inventory results,
student achievement data, emerging issues affecting education) to develop a campus vision and
create a plan for implementing the vision.
• use strategies for involving all stakeholders in planning processes to enable the collaborative
development of a shared campus vision focused on teaching and learning.
•facilitate the collaborative development of a plan that clearly articulates objectives and strategies
for implementing a campus vision.
•align financial, human, and material resources to support implementation of a campus vision.
• establish procedures to assess and modify implementation plans to ensure achievement of the
campus vision.
• support innovative thinking and risk taking within the school community and view unsuccessful
experiences as learning opportunities.
• acknowledge and celebrate the contributions of students, staff, parents, and community
members toward realization of the campus vision.
"School Community" includes students, staff, parents/caregivers, and community
members.
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Competency 002
The principal knows how to communicate and collaborate with all members of the school
community, respond to diverse interests and needs, and mobilize resources to promote student
success.
The principal knows how to:
• communicate effectively with families and other community members in varied educational
contexts.
• apply skills for building consensus and managing conflict.
• implement effective strategies for systematically communicating with and gathering input from
all campus stakeholders.
• develop and implement strategies for effective internal and external communications.
• develop and implement a comprehensive program of community relations that effectively
involves and informs multiple constituencies, including the media.
• provide varied and meaningful opportunities for parents/caregivers to be engaged in the
education of their children.
• establish partnerships with parents/caregivers, businesses, and others in the community to
strengthen programs and support campus goals.
• communicate and work effectively with diverse groups in the school community to ensure that
all students have an equal opportunity for educational success.
• respond to pertinent political, social, and economic issues in the internal and external
environment.
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Discussion Board Rubric (10 points) for each forum
Class discussion is considered an essential part of this course. The discussion forums allow you to interact
with other students and the instructor in order to share and shape your understanding of various topics. In
order to give you a better idea of what is expected of you, the following discussion rubric has been
developed and will be used to assess your participation. Each forum will be graded as follows:
Followed timeline/deadlines:
(2) Messages were posted by suggested due date
(1) Original message was posted after due date
(0) Did not enter the discussion
Frequency in response to postings of others:
(2) Interacted two or more times with students and/or instructor
(1) Interacted only once with students and/or instructor
(0) Did not enter the discussion
Development of Ideas:
(3) Introduces new ideas; Helps develop ideas; Usually stimulates the discussion
(2) Helps develop existing ideas; Occasionally stimulates the discussion
(1) Contributes very little to development of ideas; Does not stimulate the discussion (often simply
"agrees")
(0) Did not enter the discussion
Evidence of Critical Thinking:
(3) Clear evidence of critical thinking (application, analysis, synthesis, or evaluation of issues)
(2) Some beginning evidence of critical thinking (usually recites facts instead of addressing issues)
(1) Little evidence or poor demonstration of critical thinking (often only recites facts)
(0) Did not enter the discussion
Initial posts to the discussion board should be approximately 300 words.
Students are also expected to include evidence that course content has been read and reflected upon by
using appropriate citations from course readings in postings.
Failure to appropriately use citations from the readings will result in a deduction of points from the
discussion forum.
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EDLR 6336 Parent Interview/Analysis Rubric Fall 2011
Student Name:
Criteria
Points Possible
Two parent interviews summarized
5 points
Quality of Questions
2.5 points
Quality of Analysis of Interviews
10 points
Points
Awarded
Themes identified in Parent Interviews
Ability to apply course concepts to interviews
(5 points per parent interview analyzed)
Quality of Writing/Well edited/Coherent
2.5 points
Total Points Awarded
20 points
possible
The following list is a sample of possible themes that could be included in your analysis of the
parent interviews – this is not an inclusive list of concepts but provides a sample to help guide
your work.
Communication – 2 way/reciprocal between home and school
Communication – in home language
Motivation – reasons parents become involved
Self Efficacy – School works to build parents’ self-confidence to assist students with
homework
School encourages active role construction for parents Patrikakou, p.48
Evidence that school has regarded parents as equal and essential partners
Barriers are analyzed along structural or psychological issues, Patrikakou pp. 34-35
Multiple opportunities provided for involvement/ types of invitation
Utilize Patrikakou p. 49 – steps schools take to enhance parental involvement
School clearly communicates with parents in regards to academic areas
Analyze the substance of school’s communication with parents – see Weiss, et. al. page
xxii in the introduction section
Does the school enhance shared responsibility for learning – utilize Patrikakou on p. 32 –
approach, attitudes, atmosphere and actions
School is focused on relationships and building trust
Amount of collaboration for coordination between executive functionaries – see
Patrikakou page 70
Cultural Discontinuities/Continuities/Funds of Knowledge
Funds of Knowledge – views families from strength perspective
Evidence of activities that build school-family partnerships – pp. 88 and 89 in Patrikakou
Epstein’s central types of parental involvement pp. 8-9
Themes from the Microsystem, Mesosystem, Exosystem, Macrosystem and
Chronosystem
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EDLR 6336 Presentation Rubric
Student Names: ______________________________ Presentation Topic: _____________________________ Date:
Category
Comprehension of
Topic
Content
Organization
Props / Materials
Used
Preparedness
Presentation Style/
Methodology
3
2
1
.5
Shows a full
understanding of the
topic/chapters
Shows a good
understanding of
the topic
Shows a good
understanding of
parts of the topic.
Does not seem to
understand the
topic very well.inaccurate
content
Shows a good
understanding of
parts of the topic.
Does not seem to
understand the
topic very well.
Content
Somewhat
Organized
Student uses 1
prop which makes
the presentation
better.
Content Very
Unorganized
Excellent
Organization of
Presentation Content
Good
Organization of
Presentation
Content.
Student uses several
props / materials
(could include videos,
web links, guests,
technology,
costumes) that show
considerable
work/creativity and
which make the
presentation better.
Student uses 1
prop that shows
considerable
work/creativity and
which make the
presentation
better.
The student uses
no props OR the
props chosen
detract from the
presentation.
Student is completely
prepared and has
obviously rehearsed.
Student seems
pretty prepared
but might have
needed a couple
more rehearsals
The student is
somewhat
prepared, but it is
clear that
rehearsal was
lacking.
Student does not
seem at all
prepared to
present.
Excellent use of adult
learning
strategies/interactive
Use of adult
learning strategies
/interactive most of
the time
Limited use of
adult learning
strategies/
interactive
Lecture only and
no use of adult
learning
strategies
Points Earned
_____
_____
_____
_____
_____
.
Collaboration with
Peers Must Be
Provided
Points Awarded
(Written Evidence is
provided with
documentation of
collaboration and role
in the presentation)
-3 if not provided
________
15 possible
Comments --
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2011 EDLR 6336 Summer II
Parent Resources WIKI Project Rubric
Culminating Project Requirements
Points
Possible
15 sources @.3 points each
4.5 points
Quality and Variety of Sources
4.5 points
Supportive Paragraph for each source listed
3 points
Priority Paragraph and Supporting Rationale
2 points
Writing Coherence and
Mechanics/Organization
1 point
Total Points Possible
15 points
Points
Awarded
Comments:
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