This document outlines an online course aimed at parents, stakeholders, researchers, developers, and policymakers. The course covers five key challenges related to educational success: supporting parenting; learning together; communication; volunteering; and participating in the community. It aims to help parents reflect on practices to support children's development and academic achievement. The course also seeks to stimulate attitudes about creating supportive family and school environments and designing strategies to promote educational success for all children. The course materials include resources, audiovisual content, and tools for reflection. It is intended for both individual self-learning and shared learning through online discussion.
What are the best practices for CollaborationLea Camacho
What are best Practices for Collaboration between Schools and Families?
Prepared by:
Lea D. Camacho
What is Collaboration?
What is Parent Training and Information Centers and Community Parent Resource Centers?
I. INCREASING
STUDENT INVOLVEMENT
Some ways in which student participation can be enhanced include the following:
Ensuring parents know their child is invited to attend and participate
Providing students with background knowledge concerning the IEP and the process, as well as training in skills for participating.
Focusing on student strengths, gifts, and talents rather than only on skill or knowledge deficits.
Increasing student responsibility for developing and implementing their plans
Involving peers and community members who are supportive of the student.
II. Increasing
Family
Involvement
Fidler, Simpson and Clark (2007) identified four levels of parent and family participation. Each level builds on the skills and knowledge acquired in the previous levels of involvement.
Awareness, attendance and basic participation
Ongoing communication, information sharing and basic program involvement
Advocacy and collaborative program involvement
Collaboration And Partnership Participation
Increasing Sibling involvement
Sibling of students with disabilities can be affected on both positive ways such as learning advocacy and empathy skills and in negative ways such as hearing negative comments about their sibling
Conflict Management
Conflict may arise from parent’s feelings of anger that merge from feeling fear, hurt, frustration or sense of injustice. Parents may be afraid of the future or the implications of a diagnosis of disability.
Increasing Involvement of Diverse Families
Teachers should find working with diverse families interesting and rewarding. Fried & Cook, (2000) and Callicott (2003) provide these suggestions for teacher working with linguistically diverse family.
Use culturally responsive feedback and method communication
Show appreciation for include cultural diversity in the curriculum and school activities
Ensure that policies, procedures and activities are in place to reduce the likelihood of prejudice.
What are the best practices for CollaborationLea Camacho
What are best Practices for Collaboration between Schools and Families?
Prepared by:
Lea D. Camacho
What is Collaboration?
What is Parent Training and Information Centers and Community Parent Resource Centers?
I. INCREASING
STUDENT INVOLVEMENT
Some ways in which student participation can be enhanced include the following:
Ensuring parents know their child is invited to attend and participate
Providing students with background knowledge concerning the IEP and the process, as well as training in skills for participating.
Focusing on student strengths, gifts, and talents rather than only on skill or knowledge deficits.
Increasing student responsibility for developing and implementing their plans
Involving peers and community members who are supportive of the student.
II. Increasing
Family
Involvement
Fidler, Simpson and Clark (2007) identified four levels of parent and family participation. Each level builds on the skills and knowledge acquired in the previous levels of involvement.
Awareness, attendance and basic participation
Ongoing communication, information sharing and basic program involvement
Advocacy and collaborative program involvement
Collaboration And Partnership Participation
Increasing Sibling involvement
Sibling of students with disabilities can be affected on both positive ways such as learning advocacy and empathy skills and in negative ways such as hearing negative comments about their sibling
Conflict Management
Conflict may arise from parent’s feelings of anger that merge from feeling fear, hurt, frustration or sense of injustice. Parents may be afraid of the future or the implications of a diagnosis of disability.
Increasing Involvement of Diverse Families
Teachers should find working with diverse families interesting and rewarding. Fried & Cook, (2000) and Callicott (2003) provide these suggestions for teacher working with linguistically diverse family.
Use culturally responsive feedback and method communication
Show appreciation for include cultural diversity in the curriculum and school activities
Ensure that policies, procedures and activities are in place to reduce the likelihood of prejudice.
A classroom based on students can be less static or organized, less concerned about past teaching methods and drilling = academics, and more oriented on preparing students in an ever-changing environment for learning. Usually, students and teachers discuss together what to learn, and how to better accomplish this.
This is Alan Blankstein's text Failure is NOT an Option, Chapter 9. He wrote this chapter with Pedro Noguera. This chapter is about School Community Relations. They present a framework for engaging parents to create effective change in K-12 schools. This chapter includes many examples -- challenges and then the authors provide for solutions.
HPGS as Social Learning System for CommunityRakia Rizwan
PURPOSE OF THE PRESENTATION:
Why school, family and community partnerships are key to student learning and development
Happy Palace Group of Schools’ contribution to the society
What types of partnership programs/events/activities work best to support learning by HPGS
How HPGS achieved effective school, family and community partnerships
A classroom based on students can be less static or organized, less concerned about past teaching methods and drilling = academics, and more oriented on preparing students in an ever-changing environment for learning. Usually, students and teachers discuss together what to learn, and how to better accomplish this.
This is Alan Blankstein's text Failure is NOT an Option, Chapter 9. He wrote this chapter with Pedro Noguera. This chapter is about School Community Relations. They present a framework for engaging parents to create effective change in K-12 schools. This chapter includes many examples -- challenges and then the authors provide for solutions.
HPGS as Social Learning System for CommunityRakia Rizwan
PURPOSE OF THE PRESENTATION:
Why school, family and community partnerships are key to student learning and development
Happy Palace Group of Schools’ contribution to the society
What types of partnership programs/events/activities work best to support learning by HPGS
How HPGS achieved effective school, family and community partnerships
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
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Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
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The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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2. Who is the
course for?
Parents
Stake
holders
Research
communities
Developers
Parents
organisations
Child/youth
policy makers
Rural Schools,
hospitalized children
and
Roma families
3. To consider practical ideas for
supporting children's personal
development and school
achievement
To reflect on challenges for
educational success
To identify daily practices in order
to promote children's personal
development and academic
achievement
To design innovative strategies to
build family and school
environments that help all children,
irrespective of their socioeconomic,
geographical, cultural or ethical
background, gender, health
condition or family circumstances
What is
the course
for?
4. What is in
it?
Resources focusing on five policy
challenges for educational success
and schools-families-communities
partnerships
Textual and audio-visual of a
specific challenge for educational
success and schools-families-
communities partnerships (for
families in general, with children
in hospitals, rural families and
roman families)
Tools for organizing reflective
activities on five challenges
related to educational success
and schools-families-communities
partnerships
Recommendations on how to
promote educational success and
schools-families-communities
partnerships
7. Definition:
• Assist families with parenting
skills, family support,
understanding child and
adolescent development, and
setting home conditions to
support learning at each age
and grade level.
• Assist schools in understanding
families' backgrounds, cultures,
and goals for children.
Expected results for children:
• Change of attitude towards
learning
• Being treated as competent,
responsible persons for their
own learning
• Increased well-being troughs a
whole child development
approach
• Positive personal qualities,
habits, beliefs, and values, as
taught by family
• Accepting parents, relatives,
community members and non-
teaching school staff as
learning facilitators.
Expected results for parents:
• Understanding of and
confidence about parenting
and child development, and
changes in home conditions (or
other related settings) for
learning as children proceed
through school.
• Holistic approach to the
development of their own
children
• Awareness of own and others'
challenges in parenting.
• Feeling of support from school
or other related settings,
community entities and other
parents.
• Awareness of their own skills
learnt through parenting.
Challenge1:
SupportingParenting
8.
9. Definition:
• Involve families in their
children’s learning at home or
in other settings with special
focus on academic knowledge
building, including
homework, goal setting, and
other curriculum and leisure
time-related activities.
• Encourage teachers or other
related professionals as well
as parents to design learning
tasks that motivate the
learning of children and their
own.
Expected results for children:
• Gains in skills and abilities
linked to learning and
academic work.
• Positive attitude toward
learning and academic work.
• Self-concept of ability as
learner.
• Awareness of the aim and
process of learning, the child
and the parent as a learner
Expected results for parents:
• Know how to support, enjoy,
encourage, and help
children's learning.
• Understanding of the
curriculum in each subject.
• Appreciation and critical view
of teaching skills.
10.
11. Definition:
• Two-way communication of
families (children and their
parents) and schools (or other
related settings) on programs
and learning progress. Create
two-way communication
channels between teachers (or
other related professionals),
children, parents and others
involved in education.
Expected results for children:
• Being treated as equal,
competent partners
• Awareness of their own
progress and the responsibility
for their own learning
• Better outcomes in the field of
academic progress as well as
skills development
• Higher self-esteem.
Expected results for parents:
• Understanding and having a
critical approach to school or
other related settings, programs
and policies.
• Monitoring and awareness of
child's progress.
• Responding effectively to
students' difficulties.
• Interactions with teachers and
ease of communication with
school and teachers
13. Definition:
•Improve recruitment, training,
activities, and schedules to involve
families and community members as
volunteers at school and school staff
in other locations. Enable different
educators to work together for and
with students and school.
Expected results for children:
•Skill in communicating with other
people regardless their age group.
•Increased development of skills –
both related to school education and
others that can only or better
developed informally and non-
formally.
•Awareness of the variety of skills,
talents, occupations, and
contributions of parent, peers and
other community members.
Expected results for parents:
•Awareness, acceptance and probably
validation of their various skills
•Understanding teachers’ or other
related professionals' job, increased
comfort in school and other
educational environments.
•Self-confidence about ability to
contribute to the work of schools and
other related settings and with
children or to take steps to improve
own education.
•Awareness of the importance o
families being welcome and valued at
school and in other related
community settings.
•Gains in specific skills of volunteer
work.
Challenge 4:
Volunteering
15. Definition:
• Improve recruitment, training,
activities, and schedules to
involve families and community
members as volunteers at school
and school staff in other
locations. Enable different
educators to work together for
and with students and school.
Expected results for children:
• Skill in communicating with other
people regardless their age
group.
• Increased development of skills –
both related to school education
and others that can only or better
developed informally and non-
formally.
• Awareness of the variety of skills,
talents, occupations, and
contributions of parent, peers
and other community members.
Expected results for parents:
• Awareness, acceptance and
probably validation of their
various skills
• Understanding teachers’ or other
related professionals' job,
increased comfort in school and
other educational environments.
• Self-confidence about ability to
contribute to the work of schools
and other related settings and
with children or to take steps to
improve own education.
• Awareness of the importance o
families being welcome and
valued at school and in other
related community settings.
• Gains in specific skills of volunteer
work.
Challenge 5:
Participating and Collaborating with the Community
16. What the
course aims
at?
1. To help parents reflect upon:
- Lifelong learning and a holistic approach to the well-being of their children
- Good practices to support children's development, competence building for educational success.
- State-of-the-art research results on educational success as a means to improve children's school
achievement and personal development, as well as school effectiveness.
2. To help parents check their own practice ideas about:
- Practical changes they can make to support their children's education, including school achievement
and personal development.
- How parents might support educational success by cooperating with their children's school, or in
other schools or across a school system.
3. To stimulate parents' attitudes and values on:
- How to create family and school cultures that value achievement, skills, diversity, and promote
fairness and lifelong learning.
- How in a particular context, educational success practices based on those attitudes and values can
be developed and supported.
17. For self-learning
For shared learning in a
virtual community through
dialogue with other
parents, community
members, and school staff.
How the
course might
be used?