Reference:
Hardin, B. J., Wortham, S.C. (2015). Assessment in Early Childhood Education (7th ed.). [Vitalsource Bookshelf Online]. Retrieved from https://kaplan.bitalsource.com/#/books/9781323290804/
In-text citation: (Hardin & Wortham, 2015)
CHAPTER 11 Communicating with Families
Suzanne Clouzeau/Pearson
Chapter Objectives
As a result of reading this chapter, you will be able to:
1.Discuss characteristics of family-professional partnerships that promote children’s development and learning.
2.Explain strategies for establishing and maintaining family-professional partnerships that benefit children.
3.Describe strategies for conducting effective parent conferences.
4.Discuss the roles of families in screening and assessment.
Parents are children’s first and most important teacher. As such, they have a critical role in their child’s development and learning. Teachers, administrators, and other early childhood providers understand that children’s success as learners depends on parents as well as professionals. The importance of having parents as partners in early childhood settings is essential to quality care and education (Dunst & Trivette, 2012; Schmidt & Matthews, 2013; Turnbull et al., 2006). Today’s children experience a variety of family relationships. Some children live with a single parent or with grandparents. Children may live in blended families where both parents had previous marriages and children from the first and second marriages now live together as one family. Other children live in households with same-sex parents. Still others may live in households that include adults who function as caretakers but are not related. Therefore, the term families should acknowledge the expanded roles of parenting to include any persons that function as family in their daily lives. Throughout this book, information related to family partnerships during screening and assessment processes has been discussed. This chapter will be devoted to how professionals can engage in meaningful partnerships with adults who serve in parenting roles for children, particularly during the assessment process. Strategies for communicating with families about children’s progress will be discussed, including planning and how to conduct effective family conferences.
Family-Professional Partnerships that Promote Children’s Development and Learning
Parents have always actively participated in early-childhood settings such as child-care centers and schools. When the first author’s father was an elementary school student in the early 20th century in Austin, Texas, mothers took turns going to the school to prepare lunch for the children. Traditionally, parents helped with school parties and volunteered in the classroom. Parent–teacher organizations raised money to secure needed books, equipment, and other materials that were not in the school budget.
Today, the idea of a partnership with parents goes beyond helping with school programs toward empowering and engaging f ...
CHAPTER 11 Communicating with FamiliesSuzanne ClouzeauPearson.docxmccormicknadine86
CHAPTER 11 Communicating with Families
Suzanne Clouzeau/Pearson
Chapter Objectives
As a result of reading this chapter, you will be able to:
1. Discuss characteristics of family-professional partnerships that promote children’s development and learning.
2. Explain strategies for establishing and maintaining family-professional partnerships that benefit children.
3. Describe strategies for conducting effective parent conferences.
4. Discuss the roles of families in screening and assessment.
Parents are children’s first and most important teacher. As such, they have a critical role in their child’s development and learning. Teachers,administrators, and other early childhood providers understand that children’s success as learners depends on parents as well asprofessionals. The importance of having parents as partners in early childhood settings is essential to quality care and education (Dunst &Trivette, 2012; Schmidt & Matthews, 2013; Turnbull et al., 2006). Today’s children experience a variety of family relationships. Somechildren live with a single parent or with grandparents. Children may live in blended families where both parents had previous marriagesand children from the first and second marriages now live together as one family. Other children live in households with same-sex parents. Still others may live in households that include adults who function as caretakers but are not related. Therefore, the term families shouldacknowledge the expanded roles of parenting to include any persons that function as family in their daily lives. Throughout this book,information related to family partnerships during screening and assessment processes has been discussed. This chapter will be devoted tohow professionals can engage in meaningful partnerships with adults who serve in parenting roles for children, particularly during theassessment process. Strategies for communicating with families about children’s progress will be discussed, including planning and how toconduct effective family conferences.
11.1 Family-Professional Partnerships that Promote Children’s Development andLearning
Parents have always actively participated in early-childhood settings such as child-care centers and schools. When the first author’s fatherwas an elementary school student in the early 20th century in Austin, Texas, mothers took turns going to the school to prepare lunch forthe children. Traditionally, parents helped with school parties and volunteered in the classroom. Parent–teacher organizations raised moneyto secure needed books, equipment, and other materials that were not in the school budget.
Today, the idea of a partnership with parents goes beyond helping with school programs toward empowering and engaging families inmutually respectful interactions that benefit children. Fundamental to effective family-professional partnerships is the belief that theyshould be strengths-based (built on family resources and assets) and family-centered (led by family conce ...
PART III Building Family–School Relationships to Maximize Student .docxJUST36
PART III Building Family–School Relationships to Maximize Student Learning
Chapter 8
Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Chapter 9
Using Families’ Ways of Knowing to Enhance Teaching and Student Learning
Maria R. Coady
Chapter 10
Fostering Student and Family Engagement in Learning Through Student-Led Parent Conferences
Ellen S. Amatea and Kelly L. Dolan
Educators need strategies for building effective partnerships with families, not only for the purpose of solving student problems, but also for maximizing student learning. In Chapters 8, 9, and 10, we describe strategies that educators use that focus on creating stronger connections with families to maximize student learning and development. In Chapter 8, we focus on the communication skills and practices that educators can use routinely to build a sense of connection with their students’ families. In Chapter 9, we examine the unique challenges faced by second language learners and their families and the instructional and noninstructional strategies that educators can use to build working relationships with families. In Chapter 10, we describe the use of student-led parent conferences as a powerful tool for establishing relationships with students and their families that give students a greater voice in their assessment of their learning.
CHAPTER 8 Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Learning Objectives
After reading this chapter, you will be able to:
■ Describe specific attitudes and communication skills needed to develop trusting relationships with students’ families.
■ Outline cultural differences in communication styles that influence family–school interaction.
■ Describe everyday routines by which you can become acquainted with students’ families and develop ongoing lines of communication.
Educators who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture, promote the successful learning of all their students and enhance their own ability to reach and teach each of their students.
There is a growing recognition that teachers are the key agents for reaching out to par-ents/caregivers. The teacher’s attitude and practices—not the education, socioeconomic status, or marital status of the parent—have the strongest influence on whether parents become involved in their children’s schooling (Colbert, 1996; Epstein & Sheldon, 2002; Erford, 2010). Educators, who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture promote the successful learning of all their students and enhance their own ability to reach and teach each of their students (Weiss, Caspe, & Lopez, 2006). Lawrence-Lightfoot (2003) makes a poignant and powerful point that no dialogue is more important than that between te.
PART III Building Family–School Relationships to Maximize Student .docxdunnramage
PART III Building Family–School Relationships to Maximize Student Learning
Chapter 8
Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Chapter 9
Using Families’ Ways of Knowing to Enhance Teaching and Student Learning
Maria R. Coady
Chapter 10
Fostering Student and Family Engagement in Learning Through Student-Led Parent Conferences
Ellen S. Amatea and Kelly L. Dolan
Educators need strategies for building effective partnerships with families, not only for the purpose of solving student problems, but also for maximizing student learning. In Chapters 8, 9, and 10, we describe strategies that educators use that focus on creating stronger connections with families to maximize student learning and development. In Chapter 8, we focus on the communication skills and practices that educators can use routinely to build a sense of connection with their students’ families. In Chapter 9, we examine the unique challenges faced by second language learners and their families and the instructional and noninstructional strategies that educators can use to build working relationships with families. In Chapter 10, we describe the use of student-led parent conferences as a powerful tool for establishing relationships with students and their families that give students a greater voice in their assessment of their learning.
CHAPTER 8 Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Learning Objectives
After reading this chapter, you will be able to:
■ Describe specific attitudes and communication skills needed to develop trusting relationships with students’ families.
■ Outline cultural differences in communication styles that influence family–school interaction.
■ Describe everyday routines by which you can become acquainted with students’ families and develop ongoing lines of communication.
Educators who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture, promote the successful learning of all their students and enhance their own ability to reach and teach each of their students.
There is a growing recognition that teachers are the key agents for reaching out to par-ents/caregivers. The teacher’s attitude and practices—not the education, socioeconomic status, or marital status of the parent—have the strongest influence on whether parents become involved in their children’s schooling (Colbert, 1996; Epstein & Sheldon, 2002; Erford, 2010). Educators, who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture promote the successful learning of all their students and enhance their own ability to reach and teach each of their students (Weiss, Caspe, & Lopez, 2006). Lawrence-Lightfoot (2003) makes a poignant and powerful point that no dialogue is more important than that between te.
Essay on school family partnerships bid4papersBid4Papers
This document discusses principles of partnerships between schools and families to assist students, especially those with disabilities, in achieving academic excellence. The key principles discussed include communication, learning commitments, equality, respect, advocacy, professional competence, trust, and promoting access to learning materials. Effective communication and commitments from both schools and families are emphasized as being vital to build trust and support students' development and growth.
Activity I An activity on the critical path of a project was sche.docxSALU18
Activity I: An activity on the critical path of a project was scheduled to be completed within 12 weeks, with a budget of $8,000. During a performance review, which took place 7 weeks after the activity was initiated, it was found that 50% of the work had already been completed and that the actual cost was $4,500.
a) Calculate the EV of the activity.
b) Calculate the CI and SI for the activity.
c) Calculate the expected BAC using the original estimate approach.
d) Calculate the expected BAC using the revised estimate approach.
e) Compare and discuss the results obtained in parts (c) and (d).
Activity II: Identify a new product that is based on an innovation in technology, and draw up a strategic technical plan for its development. Be sure to discuss the risk factors at each stage, and indicate how you would deal with each.
The assignment is to answer the question provided above in essay form. This is to be in narrative form and should be as thorough as possible. Bullet points should not to be used. The paper should be at least 1.5 - 2 pages in length, Times New Roman 12-pt font, double-spaced, 1 inch margins and utilizing at least one outside scholarly or professional source related to project management. The textbook should also be utilized. Do not insert excess line spacing. APA formatting and citation should be used.
PART III Building Family–School Relationships to Maximize Student Learning
Chapter 8
Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Chapter 9
Using Families’ Ways of Knowing to Enhance Teaching and Student Learning
Maria R. Coady
Chapter 10
Fostering Student and Family Engagement in Learning Through Student-Led Parent Conferences
Ellen S. Amatea and Kelly L. Dolan
Educators need strategies for building effective partnerships with families, not only for the purpose of solving student problems, but also for maximizing student learning. In Chapters 8, 9, and 10, we describe strategies that educators use that focus on creating stronger connections with families to maximize student learning and development. In Chapter 8, we focus on the communication skills and practices that educators can use routinely to build a sense of connection with their students’ families. In Chapter 9, we examine the unique challenges faced by second language learners and their families and the instructional and noninstructional strategies that educators can use to build working relationships with families. In Chapter 10, we describe the use of student-led parent conferences as a powerful tool for establishing relationships with students and their families that give students a greater voice in their assessment of their learning.
CHAPTER 8 Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Learning Objectives
After reading this chapter, you will be able to:
■ Describe specific attitudes and communication skills needed to develop trusting relationships with students’ families.
■ Outline cul.
Activity I An activity on the critical path of a project was sche.docxnormanlane62630
Activity I: An activity on the critical path of a project was scheduled to be completed within 12 weeks, with a budget of $8,000. During a performance review, which took place 7 weeks after the activity was initiated, it was found that 50% of the work had already been completed and that the actual cost was $4,500.
a) Calculate the EV of the activity.
b) Calculate the CI and SI for the activity.
c) Calculate the expected BAC using the original estimate approach.
d) Calculate the expected BAC using the revised estimate approach.
e) Compare and discuss the results obtained in parts (c) and (d).
Activity II: Identify a new product that is based on an innovation in technology, and draw up a strategic technical plan for its development. Be sure to discuss the risk factors at each stage, and indicate how you would deal with each.
The assignment is to answer the question provided above in essay form. This is to be in narrative form and should be as thorough as possible. Bullet points should not to be used. The paper should be at least 1.5 - 2 pages in length, Times New Roman 12-pt font, double-spaced, 1 inch margins and utilizing at least one outside scholarly or professional source related to project management. The textbook should also be utilized. Do not insert excess line spacing. APA formatting and citation should be used.
PART III Building Family–School Relationships to Maximize Student Learning
Chapter 8
Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Chapter 9
Using Families’ Ways of Knowing to Enhance Teaching and Student Learning
Maria R. Coady
Chapter 10
Fostering Student and Family Engagement in Learning Through Student-Led Parent Conferences
Ellen S. Amatea and Kelly L. Dolan
Educators need strategies for building effective partnerships with families, not only for the purpose of solving student problems, but also for maximizing student learning. In Chapters 8, 9, and 10, we describe strategies that educators use that focus on creating stronger connections with families to maximize student learning and development. In Chapter 8, we focus on the communication skills and practices that educators can use routinely to build a sense of connection with their students’ families. In Chapter 9, we examine the unique challenges faced by second language learners and their families and the instructional and noninstructional strategies that educators can use to build working relationships with families. In Chapter 10, we describe the use of student-led parent conferences as a powerful tool for establishing relationships with students and their families that give students a greater voice in their assessment of their learning.
CHAPTER 8 Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Learning Objectives
After reading this chapter, you will be able to:
■ Describe specific attitudes and communication skills needed to develop trusting relationships with students’ families.
■ Outline cul.
This document discusses the importance of partnerships between parents, teachers, schools, and communities. It provides examples of different types of parental involvement at the school level, including requiring staff to document family contact, having a dedicated parent involvement budget and staff member, and including parents on school committees. The document also discusses challenges to parental involvement, such as transportation and scheduling issues. Overall, the document advocates for comprehensive school, family, and community partnerships to support student success.
CHAPTER 11 Communicating with FamiliesSuzanne ClouzeauPearson.docxmccormicknadine86
CHAPTER 11 Communicating with Families
Suzanne Clouzeau/Pearson
Chapter Objectives
As a result of reading this chapter, you will be able to:
1. Discuss characteristics of family-professional partnerships that promote children’s development and learning.
2. Explain strategies for establishing and maintaining family-professional partnerships that benefit children.
3. Describe strategies for conducting effective parent conferences.
4. Discuss the roles of families in screening and assessment.
Parents are children’s first and most important teacher. As such, they have a critical role in their child’s development and learning. Teachers,administrators, and other early childhood providers understand that children’s success as learners depends on parents as well asprofessionals. The importance of having parents as partners in early childhood settings is essential to quality care and education (Dunst &Trivette, 2012; Schmidt & Matthews, 2013; Turnbull et al., 2006). Today’s children experience a variety of family relationships. Somechildren live with a single parent or with grandparents. Children may live in blended families where both parents had previous marriagesand children from the first and second marriages now live together as one family. Other children live in households with same-sex parents. Still others may live in households that include adults who function as caretakers but are not related. Therefore, the term families shouldacknowledge the expanded roles of parenting to include any persons that function as family in their daily lives. Throughout this book,information related to family partnerships during screening and assessment processes has been discussed. This chapter will be devoted tohow professionals can engage in meaningful partnerships with adults who serve in parenting roles for children, particularly during theassessment process. Strategies for communicating with families about children’s progress will be discussed, including planning and how toconduct effective family conferences.
11.1 Family-Professional Partnerships that Promote Children’s Development andLearning
Parents have always actively participated in early-childhood settings such as child-care centers and schools. When the first author’s fatherwas an elementary school student in the early 20th century in Austin, Texas, mothers took turns going to the school to prepare lunch forthe children. Traditionally, parents helped with school parties and volunteered in the classroom. Parent–teacher organizations raised moneyto secure needed books, equipment, and other materials that were not in the school budget.
Today, the idea of a partnership with parents goes beyond helping with school programs toward empowering and engaging families inmutually respectful interactions that benefit children. Fundamental to effective family-professional partnerships is the belief that theyshould be strengths-based (built on family resources and assets) and family-centered (led by family conce ...
PART III Building Family–School Relationships to Maximize Student .docxJUST36
PART III Building Family–School Relationships to Maximize Student Learning
Chapter 8
Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Chapter 9
Using Families’ Ways of Knowing to Enhance Teaching and Student Learning
Maria R. Coady
Chapter 10
Fostering Student and Family Engagement in Learning Through Student-Led Parent Conferences
Ellen S. Amatea and Kelly L. Dolan
Educators need strategies for building effective partnerships with families, not only for the purpose of solving student problems, but also for maximizing student learning. In Chapters 8, 9, and 10, we describe strategies that educators use that focus on creating stronger connections with families to maximize student learning and development. In Chapter 8, we focus on the communication skills and practices that educators can use routinely to build a sense of connection with their students’ families. In Chapter 9, we examine the unique challenges faced by second language learners and their families and the instructional and noninstructional strategies that educators can use to build working relationships with families. In Chapter 10, we describe the use of student-led parent conferences as a powerful tool for establishing relationships with students and their families that give students a greater voice in their assessment of their learning.
CHAPTER 8 Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Learning Objectives
After reading this chapter, you will be able to:
■ Describe specific attitudes and communication skills needed to develop trusting relationships with students’ families.
■ Outline cultural differences in communication styles that influence family–school interaction.
■ Describe everyday routines by which you can become acquainted with students’ families and develop ongoing lines of communication.
Educators who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture, promote the successful learning of all their students and enhance their own ability to reach and teach each of their students.
There is a growing recognition that teachers are the key agents for reaching out to par-ents/caregivers. The teacher’s attitude and practices—not the education, socioeconomic status, or marital status of the parent—have the strongest influence on whether parents become involved in their children’s schooling (Colbert, 1996; Epstein & Sheldon, 2002; Erford, 2010). Educators, who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture promote the successful learning of all their students and enhance their own ability to reach and teach each of their students (Weiss, Caspe, & Lopez, 2006). Lawrence-Lightfoot (2003) makes a poignant and powerful point that no dialogue is more important than that between te.
PART III Building Family–School Relationships to Maximize Student .docxdunnramage
PART III Building Family–School Relationships to Maximize Student Learning
Chapter 8
Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Chapter 9
Using Families’ Ways of Knowing to Enhance Teaching and Student Learning
Maria R. Coady
Chapter 10
Fostering Student and Family Engagement in Learning Through Student-Led Parent Conferences
Ellen S. Amatea and Kelly L. Dolan
Educators need strategies for building effective partnerships with families, not only for the purpose of solving student problems, but also for maximizing student learning. In Chapters 8, 9, and 10, we describe strategies that educators use that focus on creating stronger connections with families to maximize student learning and development. In Chapter 8, we focus on the communication skills and practices that educators can use routinely to build a sense of connection with their students’ families. In Chapter 9, we examine the unique challenges faced by second language learners and their families and the instructional and noninstructional strategies that educators can use to build working relationships with families. In Chapter 10, we describe the use of student-led parent conferences as a powerful tool for establishing relationships with students and their families that give students a greater voice in their assessment of their learning.
CHAPTER 8 Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Learning Objectives
After reading this chapter, you will be able to:
■ Describe specific attitudes and communication skills needed to develop trusting relationships with students’ families.
■ Outline cultural differences in communication styles that influence family–school interaction.
■ Describe everyday routines by which you can become acquainted with students’ families and develop ongoing lines of communication.
Educators who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture, promote the successful learning of all their students and enhance their own ability to reach and teach each of their students.
There is a growing recognition that teachers are the key agents for reaching out to par-ents/caregivers. The teacher’s attitude and practices—not the education, socioeconomic status, or marital status of the parent—have the strongest influence on whether parents become involved in their children’s schooling (Colbert, 1996; Epstein & Sheldon, 2002; Erford, 2010). Educators, who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture promote the successful learning of all their students and enhance their own ability to reach and teach each of their students (Weiss, Caspe, & Lopez, 2006). Lawrence-Lightfoot (2003) makes a poignant and powerful point that no dialogue is more important than that between te.
Essay on school family partnerships bid4papersBid4Papers
This document discusses principles of partnerships between schools and families to assist students, especially those with disabilities, in achieving academic excellence. The key principles discussed include communication, learning commitments, equality, respect, advocacy, professional competence, trust, and promoting access to learning materials. Effective communication and commitments from both schools and families are emphasized as being vital to build trust and support students' development and growth.
Activity I An activity on the critical path of a project was sche.docxSALU18
Activity I: An activity on the critical path of a project was scheduled to be completed within 12 weeks, with a budget of $8,000. During a performance review, which took place 7 weeks after the activity was initiated, it was found that 50% of the work had already been completed and that the actual cost was $4,500.
a) Calculate the EV of the activity.
b) Calculate the CI and SI for the activity.
c) Calculate the expected BAC using the original estimate approach.
d) Calculate the expected BAC using the revised estimate approach.
e) Compare and discuss the results obtained in parts (c) and (d).
Activity II: Identify a new product that is based on an innovation in technology, and draw up a strategic technical plan for its development. Be sure to discuss the risk factors at each stage, and indicate how you would deal with each.
The assignment is to answer the question provided above in essay form. This is to be in narrative form and should be as thorough as possible. Bullet points should not to be used. The paper should be at least 1.5 - 2 pages in length, Times New Roman 12-pt font, double-spaced, 1 inch margins and utilizing at least one outside scholarly or professional source related to project management. The textbook should also be utilized. Do not insert excess line spacing. APA formatting and citation should be used.
PART III Building Family–School Relationships to Maximize Student Learning
Chapter 8
Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Chapter 9
Using Families’ Ways of Knowing to Enhance Teaching and Student Learning
Maria R. Coady
Chapter 10
Fostering Student and Family Engagement in Learning Through Student-Led Parent Conferences
Ellen S. Amatea and Kelly L. Dolan
Educators need strategies for building effective partnerships with families, not only for the purpose of solving student problems, but also for maximizing student learning. In Chapters 8, 9, and 10, we describe strategies that educators use that focus on creating stronger connections with families to maximize student learning and development. In Chapter 8, we focus on the communication skills and practices that educators can use routinely to build a sense of connection with their students’ families. In Chapter 9, we examine the unique challenges faced by second language learners and their families and the instructional and noninstructional strategies that educators can use to build working relationships with families. In Chapter 10, we describe the use of student-led parent conferences as a powerful tool for establishing relationships with students and their families that give students a greater voice in their assessment of their learning.
CHAPTER 8 Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Learning Objectives
After reading this chapter, you will be able to:
■ Describe specific attitudes and communication skills needed to develop trusting relationships with students’ families.
■ Outline cul.
Activity I An activity on the critical path of a project was sche.docxnormanlane62630
Activity I: An activity on the critical path of a project was scheduled to be completed within 12 weeks, with a budget of $8,000. During a performance review, which took place 7 weeks after the activity was initiated, it was found that 50% of the work had already been completed and that the actual cost was $4,500.
a) Calculate the EV of the activity.
b) Calculate the CI and SI for the activity.
c) Calculate the expected BAC using the original estimate approach.
d) Calculate the expected BAC using the revised estimate approach.
e) Compare and discuss the results obtained in parts (c) and (d).
Activity II: Identify a new product that is based on an innovation in technology, and draw up a strategic technical plan for its development. Be sure to discuss the risk factors at each stage, and indicate how you would deal with each.
The assignment is to answer the question provided above in essay form. This is to be in narrative form and should be as thorough as possible. Bullet points should not to be used. The paper should be at least 1.5 - 2 pages in length, Times New Roman 12-pt font, double-spaced, 1 inch margins and utilizing at least one outside scholarly or professional source related to project management. The textbook should also be utilized. Do not insert excess line spacing. APA formatting and citation should be used.
PART III Building Family–School Relationships to Maximize Student Learning
Chapter 8
Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Chapter 9
Using Families’ Ways of Knowing to Enhance Teaching and Student Learning
Maria R. Coady
Chapter 10
Fostering Student and Family Engagement in Learning Through Student-Led Parent Conferences
Ellen S. Amatea and Kelly L. Dolan
Educators need strategies for building effective partnerships with families, not only for the purpose of solving student problems, but also for maximizing student learning. In Chapters 8, 9, and 10, we describe strategies that educators use that focus on creating stronger connections with families to maximize student learning and development. In Chapter 8, we focus on the communication skills and practices that educators can use routinely to build a sense of connection with their students’ families. In Chapter 9, we examine the unique challenges faced by second language learners and their families and the instructional and noninstructional strategies that educators can use to build working relationships with families. In Chapter 10, we describe the use of student-led parent conferences as a powerful tool for establishing relationships with students and their families that give students a greater voice in their assessment of their learning.
CHAPTER 8 Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Learning Objectives
After reading this chapter, you will be able to:
■ Describe specific attitudes and communication skills needed to develop trusting relationships with students’ families.
■ Outline cul.
This document discusses the importance of partnerships between parents, teachers, schools, and communities. It provides examples of different types of parental involvement at the school level, including requiring staff to document family contact, having a dedicated parent involvement budget and staff member, and including parents on school committees. The document also discusses challenges to parental involvement, such as transportation and scheduling issues. Overall, the document advocates for comprehensive school, family, and community partnerships to support student success.
Running Head Journal 1Learning PartnershipAnnette Wil.docxwlynn1
Running Head: Journal 1
Learning Partnership
Annette Williams
ECE 672 Personnal Management & Staff Development for Early Childhood Administrators
April 5, 2020
Dr. Guevara
- 1 -
1
1. April
date goes last [Frank
Guevara]
Journal 2
Learning Partnerships
Mentoring for professional development goes beyond just building respectful and
trustworthy relationships with adults. It is assumed that once a relationship has been built,
early childhood teachers are left to handle the dilemma of putting their effort into practice
(Stormshark et al. 2016). This may not be true since such partnerships not only help to
enhance professional development but also establish professional boundaries basing on
culture among many other factors. One reason for this partnership is the fact that however,
many teachers may be experienced, they need support to help them effectively take up the
roles they have been assigned to do. Adults are better placed to provide this support,
showcasing their special abilities, personal as well as professional guidance for the teachers.
Through established relationships, mentors can offer the support that these teachers need.
Partnerships become more comfortable with teachers and vice versa, making children
appreciate the fact that important people in their life are working together. This enhances
children’s learning due to a perfect environment characterized by a healthy teacher-parent
relationship. This partnership also helps teachers and mentors to establish expectations and
formulate strategies that can help them achieve the set objectives and expectations. Mentors
may not have trained as teachers but are in a better position in society to understand the
societal expectations of their children in academic and other facets of life. Through
partnerships, mentors and teachers brainstorm together, do consultations and come up with
effective strategies that enhance professional development.
Lastly, partnering with adults helps to achieve learner’s needs more effectively.
Mentors act as watchdogs who review the learning process and can help comb out. In case of
any challenges, mentors always come in to help and address them. They are also the first
- 2 -
1
2
1. effective strategies
this is a key difference
[Frank Guevara]
2. can help comb out.
I'm not sure what you mean
here? [Frank Guevara]
Journal 3
people to point out any mistakes that could affect the learning process and do not hesitate to
talk with teachers and find positive ways of solving emerging problems.
I have observed parent involvement in family-school partnerships. In this case,
parents are involved in the academic lives of their children by taking part in their activities.
There are four patterns in parent involvement. The first one is home-based involvement,
whereby parents initiate activities at home that can promote the child’s learning. There is also
school-based involvement where p.
8.1 Why Working With Families Is So ImportantBuilding supportive.docxalinainglis
8.1 Why Working With Families Is So Important
Building supportive and collaborative relationships with families is one of the most important priorities in early childhood education. Trust between home and school is built over time, starting with the very first phone call or visit to the program. Positive relationships between program staff and family members are supported in small ways, such as the friendly tone of voice a teacher uses at pickup time, or in big ways, such as the welcoming policies described in the family handbook.
Benefits to Children
Just as infants and young children must learn how to trust others in order to learn and grow, an early childhood program must earn a family's trust before the child can fully participate in what the program has to offer. Children benefit when families and teachers communicate and work closely together, forming trusting relationships and sharing expectations and ideas (Barbour, 2007).
Strong parent-school relationships create positive outcomes for children both cognitively and emotionally (Callender & Hansen, n.d.). For example, studies of Head Start children reveal a positive correlation between parent involvement and children's academic growth in the areas of vocabulary, literacy, and mathematics (Wen, Bulotsky-Shearer, Hahs-Vaughn, & Korfmacher, 2012). Other studies indicate that parental involvement in school improves children's behavior and self-esteem, and it also decreases the chances children will be referred for special education services (Callender & Hansen, n.d.; Henrich & Blackman-Jones, 2006; Pena, 2000).
Benefits to Families
Parents and other family members, such as grandparents, also benefit from family involvement in early childhood programs. The staff members of the early childhood programs, including administrators, teachers, and caregivers, serve as role models for parents, demonstrating nurturing and learning relationships and interactions. Parents who spend time in their children's early childhood classrooms learn strategies for supporting children's learning that they can use in their own interactions with their children (Keyser, 2006).
Benefits to the Program
For the early childhood administrator, building a strong collaborative partnership with families is good for business. Whether your organization is nonprofit or for-profit, your program's success and reputation are built on the positive word of mouth generated by happy families. From marketing to fee collection, strong collaborative relationships with families will help make every part of the administrator's job easier and more productive.
Parent involvement also helps inform and enhance the work of teachers and administrators. When parents and teachers communicate frequently, teachers learn more about the traditions, values, and culture of the families, and can use this information to shape the curriculum and activities (Gonzales-Mena, 2008).
For administrators, parent involvement can sometimes help the program .
1.1 Why a Family-Centered ApproachTraditionally, schools through.docxpaynetawnya
1.1 Why a Family-Centered Approach
Traditionally, schools throughout the world have been institutions in which teachers, social workers, and educational specialists are considered the sole source of knowledge, information, and expertise, and parents are expected to support and implement the advice of these experts. Until recently, in contrast with schools, early childhood care and education programs followed a parent-oriented approach in which parents assumed a more active role. Families got together to care for each other's children; sometimes the older women in a community cared for the young children, and mothers rotated care in mother's-day-out programs. One example of high-quality family-oriented child care in the United States can be found in the Kaiser Shipyards during WWII, where mothers worked in factories building ships. These programs provided family medical care and even meals for mothers to take home after their shift in the factory (Hurwitz, 1998). However, over the years, many early childhood programs became more like schools, expecting parents to listen passively to their advice and to help implement their programs (Keyser, 2006).
The development of a family-centered early care and education approach can be traced to the federal early childhood program Head Start. Formed in 1965 as part of President Lyndon B. Johnson's War on Poverty, Head Start was developed as a comprehensive program for low-income families with preschool-age children, with a focus on parent involvement and community collaboration (U.S. Department of Health and Human Services [HHS], 2012). The architects of Head Start recognized the need to work in an equal partnership with families of low-income children (Greenberg, 1969). To this end, the program was designed with very specific roles and responsibilities for parents. Program Performance Standards outline overall standards to be met in each component area. These are critical quality indicators used to ensure the program meets the unique needs of the communities and families the program serves. Component areas that must meet these performance standards include specific requirements for parent activities, such as opportunities for parents to follow a career path to become teachers in the local program. Additionally, all local Head Start programs have a governing body, known as a policy council, which must include parents. This body has direct responsibilities in a variety of areas, including approval of hiring and firing of all staff, budget and program component approval, and overall program evaluation (HHS, 2012).
The design of local Head Start programs led more and more early childhood programs to consider a shared approach to power and control. Other early childhood models (such as Waldorf, Montessori, Reggio Emilia, and local community-based programs) practice different degrees of the family-centered approach, depending on their unique philosophy, history, and ownership. With a family-centered approach ...
Week 4 Assignment Developing Relationships
Community relationships are important in school success. Schools are often at the center of community activity and can be a significant source of pride to a community. Creating and sustaining this positive relationship is part of every educator’s work. This is especially true in communities where tax levy elections support the school. Establishing positive community relationships is the right thing to do. When people in the community work together on behalf of students, great things can happen. Part of establishing positive community relationships is “getting the message out” about the good things the school is doing in/for the community.
For this assignment, you are to take the part of a teacher who has been invited to speak for 10-15 minutes to a community group (your choice) to discuss the school, what students are doing in/for the community, and how the community can best support the school and its students.
Your presentation should be creative, engaging, and media focused. You may use the presentation software of your choice (Power Point, Present Me, Prezi, etc.). The length of the presentation should be sufficient to cover a 10-15 minute presentation. It is not necessary to use reference materials, but any reference materials cited should be cited/referenced according to APA as outlined in the Ashford Writing Center. Please be sure to include speaker’s notes in your presentation.
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.
INSTRUCTOR GUIDANCE
WEEK FOUR
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
Did you know there is a National African American Parent Involvement Day (NAAPID) that takes place in schools across the country in the month of February? Inspired by a speech during the Million Man March in 1995 that challenged all the men in the crowd to give back to their community, Michigan school Principal Joseph Dulin initiated this movement as a day of events encouraging parents to get more involved in their child's school. “It comes during Black History Month,” explains Dulin, “and I thought it was a tremendous time to introduce it as a project for parents to get into our schools to exchange notes, phone numbers, emails, have conversations and get in touch with the teachers” (Cavanaugh, 2016, para. 6).
Although the day is geared toward African American parents, the schools encourage every parent to participate for a common goal of promoting parent involvement, eliminating the achievement gap, and creating partnerships among stakeholders. Hugh Price, retired CEO of the National Urban League and founder of Campaign for African-American Achievement, explains that "community norms have traditionally played a particularly central role in the lives of black Americans" (Price, 2008, p. 19). A variety of students from different cultural backgrounds benefit from the ...
Vibrant Schools Project - The Learning TreeSue Smith
This document discusses the role that families can play in supporting children as lifelong learners. It argues that the family environment provides a supportive learning environment that develops many of the key competencies for lifelong learning, such as the ability to pursue interests, solve problems creatively, and learn from natural experiences and conversations. However, it acknowledges that socioeconomic factors can impact parental involvement. While policies aim to engage all parents, some families remain "hard to reach." Overall attainment is determined by complex interactions between children, their families, peers, communities and schools.
Steve vitto and Jennifer Russell school family partershipsSteve Vitto
A FOCUS DAY MIBLSI TRAINING PRESENTED BY STEVEN VITTO AND JENNIFER RUSSELL, MAISD BEHAVIOR CONSULTANT OUTLINING A PROCESS FOR DEVELOPING SUPPORTS FOR EFFECTIVE HOME SCHOOL PARTNERSHIPS. ACKNOWLEDGEMENTS KRISTIE DILA FOR HER SUPPORT
CHAPTER 3 Building Culturally Responsive Family–School Partnership.docxwalterl4
CHAPTER 3 Building Culturally Responsive Family–School Partnerships: Essential Beliefs, Strategies, and Skills
Ellen S. Amatea
Learning Objectives
After reading this chapter, you will be able to:
■ Summarize the essential beliefs about family–school partnerships that guide educators’ professional practice.
■ Describe specific strategies that an individual teacher might use to develop collaborative relations with his/her students’ caregivers.
■ Summarize the specific aspects of a school’s social climate that might be altered to create a more collaborative family–school environment.
■ Describe specific core routines that can be redesigned to enhance the climate of family–school relations across a classroom or school.
■ Discuss the structural supports needed to create family–school partnerships.
■ Summarize the research evidence about the effectiveness of family–school collaboration.
■ Outline the essential attitudes and skills needed by educators committed to building collaborative family–school partnerships.
I was surprised to learn how many of the messages we send to parents from schools have been about the school telling parents what to do. We need to make our family–school communication more two-way so we can learn from families as well as they can learn from us.
I never thought about how intimidating the school and teachers are to some parents, particularly those who did not have good experiences in their own schooling. I need to recognize that parents/families may have very different perspectives on my invitations from the school.
I am recognizing that if we only contact parents when there is a problem, they will continue to dread interacting with schools and teachers.
Like the educators depicted in the previous comments, many educators are beginning to realize that the traditional ways that schools have interacted with caregivers can often put them on the defensive. To send a different message to families—especially those who are culturally diverse—these educators are redesigning both how they think and how they act with the families of their students. Rather than having a one-sided focus on getting parents involved, these educators are using a variety of ways to come together with families to enhance children’s school performance and development. How are they doing this? What theories and ways of working with families do they rely on? How are their new ways of working responsive to the widely varying cultural backgrounds of today’s students and families? In this chapter, we discuss the distinctive beliefs that underlie a culturally responsive approach to family–school collaboration and the theories on which it is based. We then illustrate how these ways of thinking have been translated into action by showcasing the practices of individual educators and of school-wide teams committed to developing these types of family–school relations. Finally, we discuss the skills required to create such partnerships and describe how we will examine .
Roles of Parents on Students' Academic AchievementSyafiqah Kadar
Parental involvement plays an important role in students' academic achievement. Studies have shown that students perform better when their parents are more involved in their education by creating a supportive home learning environment, communicating regularly with teachers, helping with homework, holding high expectations, and participating in school activities and decision-making. Factors like socioeconomic status, parenting styles, family structure, and parent-child interactions at home all influence a student's learning and achievement. Schools that encourage collaboration with families tend to see students succeed not just academically but throughout their lives.
18Building Partnership with Families and CommunitiesAnastaciaShadelb
18
Building Partnership with Families and Communities
Student’s Name
Institutional Affiliations
Instructor
Course
Date
Building Partnership with Families and Communities
Introduction
Professional partnerships or collaboration revolved around individuals who are professionals in certain filed who want to conduct their activities together. It was established by partners for the primary objective of practicing professional collaboration for a given common objective. It has been established that developmental and learning outcomes for young children are enhanced strongly when effective and robust partnerships are developed between families and professionals (Hornby, 2011). There is a shared decision, and the development of common objectives is accepted and valued. The premise of professional partnership in school is based on the foundation that families and the community play a crucial role in including a child’s development and learning. Professionals are also responsible for advancing the progress of children in schools since they tend to engage- in family centered-collaboration by adhering to the instrumental role of families in the lives of children.
The current societal state and the learning institutions compels individuals to continually leverage how people equip their students, especially those who may reap advantages from extra support and resources, to realize their daily objectives and assist them in performing admirably in their education (Dearing, Sibley, & Nguyen, 2015). Connecting communities, school, and family are ancillary or helpful for school counselors working with children who are currently struggling with their academic life. Nonetheless, the complexity and the challenges schools experience and families in the contemporary world indicate that identifying successful responsibilities and obligations taken by counselors in schools in establish community-school partnerships is essential (Hornby, 2011). Learning institutions are situated effectively in addressing the barriers to teaching and learning and positively leverage growth among learners whenever they form an instrumental part of the community.
The current government has indicated that all children should access high-quality education to ensure that they are successful in the contemporary world regardless of their social status. Some Regulatory frameworks and Acts were established to help foster this advancement and help children realize their objectives (Epstein, & Jansorn, 2004). For instance, the No Child Left Behind Act has been vital in ensuring that all children, regardless of their social-economic status, age, race, disability, and spoken language, are legible to high-quality education. Based on the findings of some research studies such as Dearing, Sibley, & Nguyen (2015), professional partnerships such as family-school-community partnerships have been in the previous year’s been shown to be one of the most effective ventures that many learn ...
Getting parents involved in their children's schools has significant benefits for children including improved grades, test scores, attendance, homework completion, behavior, and self-esteem. Effective parent involvement requires true partnerships between schools and families, especially around academics. Research shows that greater parent involvement leads to higher student achievement. Several organizations promote parent involvement through programs like home visits, workshops, and resources to build parents' skills and confidence in supporting their children's education.
The document discusses encouraging parental involvement in school. It analyzes perspectives from parents, teachers, and administrators on parental involvement through interviews and surveys. The key findings are:
- Parents, teachers, and the school value involvement differently, with teachers preferring visible involvement like volunteering and the PTO.
- Barriers to involvement include cultural/socioeconomic factors, communication issues, and work schedules.
- Involvement is linked to student achievement, as parent-child interactions strengthen cognitive development and learning.
- Changing negative perceptions among all groups and improving communication are necessary to increase parental involvement.
Week 4 Discussion 2 Parent SupportSome parents may not know how .docxjessiehampson
The document discusses business responsibilities toward consumers, including product safety, quality, and regulation. It notes that businesses have a responsibility to prioritize safety, monitor manufacturing processes, and promptly address safety issues. Government regulation aims to protect consumers but can restrict freedom; regulation is not always effective while public pressure and lawsuits can motivate safety efforts. The responsibilities of businesses go beyond legal compliance to include ensuring safety, quality, and providing transparency about products.
CHAPTER 12Working with Families and CommunitiesNAEYC Administr.docxmccormicknadine86
This document discusses three approaches that early childhood programs can take to working with families: a parent involvement approach, a school-family partnership approach, and a family engagement approach. The family engagement approach aims to create collaborative, two-way relationships between programs and families built on mutual respect and understanding. It views both families and programs as experts and supports ongoing communication to jointly support children's learning and development.
CHAPTER 12Working with Families and CommunitiesNAEYC Administr.docxtiffanyd4
CHAPTER 12
Working with Families and Communities
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
6. Family Support
· Knowledge and application of family systems and different parenting styles
· The ability to implement program practices that support families of diverse cultural, ethnic, linguistic, and socio-economic backgrounds
· The ability to support families as valued partners in the educational process
3. Staff Management and Human Relations
· The ability to relate to staff and board members of diverse racial, cultural, and ethnic backgrounds
7. Marketing and Public Relations
· The ability to promote linkages with local schools
9. Oral and Written Communication
· Knowledge of oral communication techniques, including establishing rapport, preparing the environment, active listening, and voicecontrol
· The ability to communicate ideas effectively in a formal presentation
Early Childhood Knowledge and Skills
6. Family and Community Relationships
· Knowledge of the diversity of family systems, traditional, non-traditional and alternative family structures, family life styles, and thedynamics of family life on the development of young children
· Knowledge of socio-cultural factors influencing contemporary families including the impact of language, religion, poverty, race,technology, and the media
· Knowledge of different community resources, assistance, and support available to children and families
· Knowledge of different strategies to promote reciprocal partnerships between home and center
· Ability to communicate effectively with parents through written and oral communication
· Ability to demonstrate awareness and appreciation of different cultural and familial practices and customs
· Knowledge of child rearing patterns in other countries
10. Professionalism
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
Learning Outcomes
After studying this chapter, you will be able to:
1. Explain three approaches that programs of early care and education might take to working with families.
2. Identify some of the benefits enjoyed by children, families, and programs when families are engaged with the programs serving theiryoung children.
3. Describe some effective strategies for building trusting relationships with all families.
4. Identify the stakeholder groups and the kinds of expertise that should be represented on programs’ advisory committees and boardsof directors.
Grace’s Experience
The program that Grace directs has been an important part of the neighborhood for more than 20 years. She knows she is benefiting from thegoodwill it has earned over the years. It is respected because of its tradition of high-quality outreach projects, such as the sing-along the childrenpresent at the senior center in the spring. The program’s tradition of community involvement has meant that local businesses have always beenwilling to help out when asked fo.
Geert Driessen, Frederik Smit & Peter Sleegers (2005) BERJ. Parental involvem...Driessen Research
This document discusses parental involvement in education and its relationship to student achievement. It summarizes research showing that increased parental involvement is positively associated with improved cognitive and social outcomes for students. However, the level and forms of parental involvement vary depending on socioeconomic status and ethnicity, with disadvantaged groups showing less involvement. Schools aim to increase involvement among these groups to help improve their students' achievement and school experience. The document examines different types of parental involvement and initiatives to strengthen partnerships between schools, parents, and communities.
The document discusses various school-based programs that aim to promote parent involvement and collaboration. It describes programs like Head Start, Title I, and Comer's School Development Program that provide resources and services to families. Effective collaboration is characterized by open communication between parents and schools to support students' education and development.
Effective communication between parents and teachers is important for student success. When schools keep parents informed about changes and curriculum, and parents communicate their child's needs to teachers, students benefit. Several factors are necessary for a good parent-teacher relationship, including regular communication, developing trust, having empathy for all parties, and addressing concerns respectfully. National organizations provide standards to help schools improve parent involvement through communication, parenting education, including parents in school decisions, and collaborating with the community.
Geert Driessen, Frederik Smit & Peter Sleegers (2005). Parental Involvement ...Frederik Smit
Parental involvement is seen as an important strategy for the advancement of the quality of education. The ultimate objective of this is to expand the social and cognitive capacities of pupils. In addition, special attention is paid to the children of low-educated and ethnic minority parents. Various forms of both parental and school-initiated involvement are examined. On the one hand, the connections between a number of characteristics of parents and schools such as the social and ethnic background of the parents and the composition of the school population will be examined. On the other hand, the connections between a number of outcome measures such as the language and mathematics skills of the pupils will be examined. Data will be drawn from the large-scale Dutch PRIMA (primary education) cohort study, which contains information on more than 500 schools and 12,000 pupils in the last year of primary school and their parents. An important finding is that predominantly schools with numerous minority pupils appear to provide a considerable amount of extra effort with respect to parental involvement, but that a direct effect of such involvement cannot be demonstrated.
Week 4 Discussion 1 Students of Diverse BackgroundsThe Moore-Tho.docxjessiehampson
Week 4 Discussion 1 Students of Diverse Backgrounds
The Moore-Thomas, Day-Vines article explores cultural competence as it relates to effective collaboration and interactions as well as an understanding of the political structures and socio-cultural realities of African American students, families, and their communities. Describe the specific models, strategies, and recommendations for educators to work effectively with students with diverse social differences (i.e. economic, ethnic, cultural, family, geographic region, ect). What steps can you take to be a culturally competent educator as you plan on working with specific groups, school, family and community members?
INSTRUCTOR GUIDANCE
WEEK FOUR
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
Did you know there is a National African American Parent Involvement Day (NAAPID) that takes place in schools across the country in the month of February? Inspired by a speech during the Million Man March in 1995 that challenged all the men in the crowd to give back to their community, Michigan school Principal Joseph Dulin initiated this movement as a day of events encouraging parents to get more involved in their child's school. “It comes during Black History Month,” explains Dulin, “and I thought it was a tremendous time to introduce it as a project for parents to get into our schools to exchange notes, phone numbers, emails, have conversations and get in touch with the teachers” (Cavanaugh, 2016, para. 6).
Although the day is geared toward African American parents, the schools encourage every parent to participate for a common goal of promoting parent involvement, eliminating the achievement gap, and creating partnerships among stakeholders. Hugh Price, retired CEO of the National Urban League and founder of Campaign for African-American Achievement, explains that "community norms have traditionally played a particularly central role in the lives of black Americans" (Price, 2008, p. 19). A variety of students from different cultural backgrounds benefit from the help that school-family-community partnerships can provide. When schools use the resources at hand, they have the capacity to improve students' achievement and provide strategies that parents can use to develop skills needed in continuing to help their children. What are your thoughts on having a day specifically to get African American parents involved in school? What types of resources are used to prepare for the day’s events?
Continuing along the same lines of meeting the needs of parents, educators who are culturally responsive will take it upon themselves to learn what is needed for students and parents from diverse backgrounds. It has already been established that when parents get involved in their child's education by doing such things as attending school events, children thrive academically; however, the lack of financial resources experienced by some families causes a struggle in pro ...
A brief description of your employment historyYour career .docxsodhi3
A brief description of your employment history
Your career goals (both short and long term)
Tell me about a leader you look up to. This can be someone you know or don't know, famous or familiar to you, and can even be a TV/Movie character and does not need to real. Describe what this person does makes them your role model.
(My name is Danny Z. i'm a full time student )
.
A budget is a plan expressed in dollar amounts that acts as a ro.docxsodhi3
A budget is a plan expressed in dollar amounts that acts as a road map to carry out an organization’s objectives, strategies and assumptions. There are different types of budgets that healthcare organization use to manage its financial and managerial goals and obligations.
Discuss the difference between an operating budget and a capital budget. What are the steps in creating each budget?
At least 150 words; APA Format
.
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Running Head Journal 1Learning PartnershipAnnette Wil.docxwlynn1
Running Head: Journal 1
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Annette Williams
ECE 672 Personnal Management & Staff Development for Early Childhood Administrators
April 5, 2020
Dr. Guevara
- 1 -
1
1. April
date goes last [Frank
Guevara]
Journal 2
Learning Partnerships
Mentoring for professional development goes beyond just building respectful and
trustworthy relationships with adults. It is assumed that once a relationship has been built,
early childhood teachers are left to handle the dilemma of putting their effort into practice
(Stormshark et al. 2016). This may not be true since such partnerships not only help to
enhance professional development but also establish professional boundaries basing on
culture among many other factors. One reason for this partnership is the fact that however,
many teachers may be experienced, they need support to help them effectively take up the
roles they have been assigned to do. Adults are better placed to provide this support,
showcasing their special abilities, personal as well as professional guidance for the teachers.
Through established relationships, mentors can offer the support that these teachers need.
Partnerships become more comfortable with teachers and vice versa, making children
appreciate the fact that important people in their life are working together. This enhances
children’s learning due to a perfect environment characterized by a healthy teacher-parent
relationship. This partnership also helps teachers and mentors to establish expectations and
formulate strategies that can help them achieve the set objectives and expectations. Mentors
may not have trained as teachers but are in a better position in society to understand the
societal expectations of their children in academic and other facets of life. Through
partnerships, mentors and teachers brainstorm together, do consultations and come up with
effective strategies that enhance professional development.
Lastly, partnering with adults helps to achieve learner’s needs more effectively.
Mentors act as watchdogs who review the learning process and can help comb out. In case of
any challenges, mentors always come in to help and address them. They are also the first
- 2 -
1
2
1. effective strategies
this is a key difference
[Frank Guevara]
2. can help comb out.
I'm not sure what you mean
here? [Frank Guevara]
Journal 3
people to point out any mistakes that could affect the learning process and do not hesitate to
talk with teachers and find positive ways of solving emerging problems.
I have observed parent involvement in family-school partnerships. In this case,
parents are involved in the academic lives of their children by taking part in their activities.
There are four patterns in parent involvement. The first one is home-based involvement,
whereby parents initiate activities at home that can promote the child’s learning. There is also
school-based involvement where p.
8.1 Why Working With Families Is So ImportantBuilding supportive.docxalinainglis
8.1 Why Working With Families Is So Important
Building supportive and collaborative relationships with families is one of the most important priorities in early childhood education. Trust between home and school is built over time, starting with the very first phone call or visit to the program. Positive relationships between program staff and family members are supported in small ways, such as the friendly tone of voice a teacher uses at pickup time, or in big ways, such as the welcoming policies described in the family handbook.
Benefits to Children
Just as infants and young children must learn how to trust others in order to learn and grow, an early childhood program must earn a family's trust before the child can fully participate in what the program has to offer. Children benefit when families and teachers communicate and work closely together, forming trusting relationships and sharing expectations and ideas (Barbour, 2007).
Strong parent-school relationships create positive outcomes for children both cognitively and emotionally (Callender & Hansen, n.d.). For example, studies of Head Start children reveal a positive correlation between parent involvement and children's academic growth in the areas of vocabulary, literacy, and mathematics (Wen, Bulotsky-Shearer, Hahs-Vaughn, & Korfmacher, 2012). Other studies indicate that parental involvement in school improves children's behavior and self-esteem, and it also decreases the chances children will be referred for special education services (Callender & Hansen, n.d.; Henrich & Blackman-Jones, 2006; Pena, 2000).
Benefits to Families
Parents and other family members, such as grandparents, also benefit from family involvement in early childhood programs. The staff members of the early childhood programs, including administrators, teachers, and caregivers, serve as role models for parents, demonstrating nurturing and learning relationships and interactions. Parents who spend time in their children's early childhood classrooms learn strategies for supporting children's learning that they can use in their own interactions with their children (Keyser, 2006).
Benefits to the Program
For the early childhood administrator, building a strong collaborative partnership with families is good for business. Whether your organization is nonprofit or for-profit, your program's success and reputation are built on the positive word of mouth generated by happy families. From marketing to fee collection, strong collaborative relationships with families will help make every part of the administrator's job easier and more productive.
Parent involvement also helps inform and enhance the work of teachers and administrators. When parents and teachers communicate frequently, teachers learn more about the traditions, values, and culture of the families, and can use this information to shape the curriculum and activities (Gonzales-Mena, 2008).
For administrators, parent involvement can sometimes help the program .
1.1 Why a Family-Centered ApproachTraditionally, schools through.docxpaynetawnya
1.1 Why a Family-Centered Approach
Traditionally, schools throughout the world have been institutions in which teachers, social workers, and educational specialists are considered the sole source of knowledge, information, and expertise, and parents are expected to support and implement the advice of these experts. Until recently, in contrast with schools, early childhood care and education programs followed a parent-oriented approach in which parents assumed a more active role. Families got together to care for each other's children; sometimes the older women in a community cared for the young children, and mothers rotated care in mother's-day-out programs. One example of high-quality family-oriented child care in the United States can be found in the Kaiser Shipyards during WWII, where mothers worked in factories building ships. These programs provided family medical care and even meals for mothers to take home after their shift in the factory (Hurwitz, 1998). However, over the years, many early childhood programs became more like schools, expecting parents to listen passively to their advice and to help implement their programs (Keyser, 2006).
The development of a family-centered early care and education approach can be traced to the federal early childhood program Head Start. Formed in 1965 as part of President Lyndon B. Johnson's War on Poverty, Head Start was developed as a comprehensive program for low-income families with preschool-age children, with a focus on parent involvement and community collaboration (U.S. Department of Health and Human Services [HHS], 2012). The architects of Head Start recognized the need to work in an equal partnership with families of low-income children (Greenberg, 1969). To this end, the program was designed with very specific roles and responsibilities for parents. Program Performance Standards outline overall standards to be met in each component area. These are critical quality indicators used to ensure the program meets the unique needs of the communities and families the program serves. Component areas that must meet these performance standards include specific requirements for parent activities, such as opportunities for parents to follow a career path to become teachers in the local program. Additionally, all local Head Start programs have a governing body, known as a policy council, which must include parents. This body has direct responsibilities in a variety of areas, including approval of hiring and firing of all staff, budget and program component approval, and overall program evaluation (HHS, 2012).
The design of local Head Start programs led more and more early childhood programs to consider a shared approach to power and control. Other early childhood models (such as Waldorf, Montessori, Reggio Emilia, and local community-based programs) practice different degrees of the family-centered approach, depending on their unique philosophy, history, and ownership. With a family-centered approach ...
Week 4 Assignment Developing Relationships
Community relationships are important in school success. Schools are often at the center of community activity and can be a significant source of pride to a community. Creating and sustaining this positive relationship is part of every educator’s work. This is especially true in communities where tax levy elections support the school. Establishing positive community relationships is the right thing to do. When people in the community work together on behalf of students, great things can happen. Part of establishing positive community relationships is “getting the message out” about the good things the school is doing in/for the community.
For this assignment, you are to take the part of a teacher who has been invited to speak for 10-15 minutes to a community group (your choice) to discuss the school, what students are doing in/for the community, and how the community can best support the school and its students.
Your presentation should be creative, engaging, and media focused. You may use the presentation software of your choice (Power Point, Present Me, Prezi, etc.). The length of the presentation should be sufficient to cover a 10-15 minute presentation. It is not necessary to use reference materials, but any reference materials cited should be cited/referenced according to APA as outlined in the Ashford Writing Center. Please be sure to include speaker’s notes in your presentation.
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.
INSTRUCTOR GUIDANCE
WEEK FOUR
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
Did you know there is a National African American Parent Involvement Day (NAAPID) that takes place in schools across the country in the month of February? Inspired by a speech during the Million Man March in 1995 that challenged all the men in the crowd to give back to their community, Michigan school Principal Joseph Dulin initiated this movement as a day of events encouraging parents to get more involved in their child's school. “It comes during Black History Month,” explains Dulin, “and I thought it was a tremendous time to introduce it as a project for parents to get into our schools to exchange notes, phone numbers, emails, have conversations and get in touch with the teachers” (Cavanaugh, 2016, para. 6).
Although the day is geared toward African American parents, the schools encourage every parent to participate for a common goal of promoting parent involvement, eliminating the achievement gap, and creating partnerships among stakeholders. Hugh Price, retired CEO of the National Urban League and founder of Campaign for African-American Achievement, explains that "community norms have traditionally played a particularly central role in the lives of black Americans" (Price, 2008, p. 19). A variety of students from different cultural backgrounds benefit from the ...
Vibrant Schools Project - The Learning TreeSue Smith
This document discusses the role that families can play in supporting children as lifelong learners. It argues that the family environment provides a supportive learning environment that develops many of the key competencies for lifelong learning, such as the ability to pursue interests, solve problems creatively, and learn from natural experiences and conversations. However, it acknowledges that socioeconomic factors can impact parental involvement. While policies aim to engage all parents, some families remain "hard to reach." Overall attainment is determined by complex interactions between children, their families, peers, communities and schools.
Steve vitto and Jennifer Russell school family partershipsSteve Vitto
A FOCUS DAY MIBLSI TRAINING PRESENTED BY STEVEN VITTO AND JENNIFER RUSSELL, MAISD BEHAVIOR CONSULTANT OUTLINING A PROCESS FOR DEVELOPING SUPPORTS FOR EFFECTIVE HOME SCHOOL PARTNERSHIPS. ACKNOWLEDGEMENTS KRISTIE DILA FOR HER SUPPORT
CHAPTER 3 Building Culturally Responsive Family–School Partnership.docxwalterl4
CHAPTER 3 Building Culturally Responsive Family–School Partnerships: Essential Beliefs, Strategies, and Skills
Ellen S. Amatea
Learning Objectives
After reading this chapter, you will be able to:
■ Summarize the essential beliefs about family–school partnerships that guide educators’ professional practice.
■ Describe specific strategies that an individual teacher might use to develop collaborative relations with his/her students’ caregivers.
■ Summarize the specific aspects of a school’s social climate that might be altered to create a more collaborative family–school environment.
■ Describe specific core routines that can be redesigned to enhance the climate of family–school relations across a classroom or school.
■ Discuss the structural supports needed to create family–school partnerships.
■ Summarize the research evidence about the effectiveness of family–school collaboration.
■ Outline the essential attitudes and skills needed by educators committed to building collaborative family–school partnerships.
I was surprised to learn how many of the messages we send to parents from schools have been about the school telling parents what to do. We need to make our family–school communication more two-way so we can learn from families as well as they can learn from us.
I never thought about how intimidating the school and teachers are to some parents, particularly those who did not have good experiences in their own schooling. I need to recognize that parents/families may have very different perspectives on my invitations from the school.
I am recognizing that if we only contact parents when there is a problem, they will continue to dread interacting with schools and teachers.
Like the educators depicted in the previous comments, many educators are beginning to realize that the traditional ways that schools have interacted with caregivers can often put them on the defensive. To send a different message to families—especially those who are culturally diverse—these educators are redesigning both how they think and how they act with the families of their students. Rather than having a one-sided focus on getting parents involved, these educators are using a variety of ways to come together with families to enhance children’s school performance and development. How are they doing this? What theories and ways of working with families do they rely on? How are their new ways of working responsive to the widely varying cultural backgrounds of today’s students and families? In this chapter, we discuss the distinctive beliefs that underlie a culturally responsive approach to family–school collaboration and the theories on which it is based. We then illustrate how these ways of thinking have been translated into action by showcasing the practices of individual educators and of school-wide teams committed to developing these types of family–school relations. Finally, we discuss the skills required to create such partnerships and describe how we will examine .
Roles of Parents on Students' Academic AchievementSyafiqah Kadar
Parental involvement plays an important role in students' academic achievement. Studies have shown that students perform better when their parents are more involved in their education by creating a supportive home learning environment, communicating regularly with teachers, helping with homework, holding high expectations, and participating in school activities and decision-making. Factors like socioeconomic status, parenting styles, family structure, and parent-child interactions at home all influence a student's learning and achievement. Schools that encourage collaboration with families tend to see students succeed not just academically but throughout their lives.
18Building Partnership with Families and CommunitiesAnastaciaShadelb
18
Building Partnership with Families and Communities
Student’s Name
Institutional Affiliations
Instructor
Course
Date
Building Partnership with Families and Communities
Introduction
Professional partnerships or collaboration revolved around individuals who are professionals in certain filed who want to conduct their activities together. It was established by partners for the primary objective of practicing professional collaboration for a given common objective. It has been established that developmental and learning outcomes for young children are enhanced strongly when effective and robust partnerships are developed between families and professionals (Hornby, 2011). There is a shared decision, and the development of common objectives is accepted and valued. The premise of professional partnership in school is based on the foundation that families and the community play a crucial role in including a child’s development and learning. Professionals are also responsible for advancing the progress of children in schools since they tend to engage- in family centered-collaboration by adhering to the instrumental role of families in the lives of children.
The current societal state and the learning institutions compels individuals to continually leverage how people equip their students, especially those who may reap advantages from extra support and resources, to realize their daily objectives and assist them in performing admirably in their education (Dearing, Sibley, & Nguyen, 2015). Connecting communities, school, and family are ancillary or helpful for school counselors working with children who are currently struggling with their academic life. Nonetheless, the complexity and the challenges schools experience and families in the contemporary world indicate that identifying successful responsibilities and obligations taken by counselors in schools in establish community-school partnerships is essential (Hornby, 2011). Learning institutions are situated effectively in addressing the barriers to teaching and learning and positively leverage growth among learners whenever they form an instrumental part of the community.
The current government has indicated that all children should access high-quality education to ensure that they are successful in the contemporary world regardless of their social status. Some Regulatory frameworks and Acts were established to help foster this advancement and help children realize their objectives (Epstein, & Jansorn, 2004). For instance, the No Child Left Behind Act has been vital in ensuring that all children, regardless of their social-economic status, age, race, disability, and spoken language, are legible to high-quality education. Based on the findings of some research studies such as Dearing, Sibley, & Nguyen (2015), professional partnerships such as family-school-community partnerships have been in the previous year’s been shown to be one of the most effective ventures that many learn ...
Getting parents involved in their children's schools has significant benefits for children including improved grades, test scores, attendance, homework completion, behavior, and self-esteem. Effective parent involvement requires true partnerships between schools and families, especially around academics. Research shows that greater parent involvement leads to higher student achievement. Several organizations promote parent involvement through programs like home visits, workshops, and resources to build parents' skills and confidence in supporting their children's education.
The document discusses encouraging parental involvement in school. It analyzes perspectives from parents, teachers, and administrators on parental involvement through interviews and surveys. The key findings are:
- Parents, teachers, and the school value involvement differently, with teachers preferring visible involvement like volunteering and the PTO.
- Barriers to involvement include cultural/socioeconomic factors, communication issues, and work schedules.
- Involvement is linked to student achievement, as parent-child interactions strengthen cognitive development and learning.
- Changing negative perceptions among all groups and improving communication are necessary to increase parental involvement.
Week 4 Discussion 2 Parent SupportSome parents may not know how .docxjessiehampson
The document discusses business responsibilities toward consumers, including product safety, quality, and regulation. It notes that businesses have a responsibility to prioritize safety, monitor manufacturing processes, and promptly address safety issues. Government regulation aims to protect consumers but can restrict freedom; regulation is not always effective while public pressure and lawsuits can motivate safety efforts. The responsibilities of businesses go beyond legal compliance to include ensuring safety, quality, and providing transparency about products.
CHAPTER 12Working with Families and CommunitiesNAEYC Administr.docxmccormicknadine86
This document discusses three approaches that early childhood programs can take to working with families: a parent involvement approach, a school-family partnership approach, and a family engagement approach. The family engagement approach aims to create collaborative, two-way relationships between programs and families built on mutual respect and understanding. It views both families and programs as experts and supports ongoing communication to jointly support children's learning and development.
CHAPTER 12Working with Families and CommunitiesNAEYC Administr.docxtiffanyd4
CHAPTER 12
Working with Families and Communities
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
6. Family Support
· Knowledge and application of family systems and different parenting styles
· The ability to implement program practices that support families of diverse cultural, ethnic, linguistic, and socio-economic backgrounds
· The ability to support families as valued partners in the educational process
3. Staff Management and Human Relations
· The ability to relate to staff and board members of diverse racial, cultural, and ethnic backgrounds
7. Marketing and Public Relations
· The ability to promote linkages with local schools
9. Oral and Written Communication
· Knowledge of oral communication techniques, including establishing rapport, preparing the environment, active listening, and voicecontrol
· The ability to communicate ideas effectively in a formal presentation
Early Childhood Knowledge and Skills
6. Family and Community Relationships
· Knowledge of the diversity of family systems, traditional, non-traditional and alternative family structures, family life styles, and thedynamics of family life on the development of young children
· Knowledge of socio-cultural factors influencing contemporary families including the impact of language, religion, poverty, race,technology, and the media
· Knowledge of different community resources, assistance, and support available to children and families
· Knowledge of different strategies to promote reciprocal partnerships between home and center
· Ability to communicate effectively with parents through written and oral communication
· Ability to demonstrate awareness and appreciation of different cultural and familial practices and customs
· Knowledge of child rearing patterns in other countries
10. Professionalism
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
Learning Outcomes
After studying this chapter, you will be able to:
1. Explain three approaches that programs of early care and education might take to working with families.
2. Identify some of the benefits enjoyed by children, families, and programs when families are engaged with the programs serving theiryoung children.
3. Describe some effective strategies for building trusting relationships with all families.
4. Identify the stakeholder groups and the kinds of expertise that should be represented on programs’ advisory committees and boardsof directors.
Grace’s Experience
The program that Grace directs has been an important part of the neighborhood for more than 20 years. She knows she is benefiting from thegoodwill it has earned over the years. It is respected because of its tradition of high-quality outreach projects, such as the sing-along the childrenpresent at the senior center in the spring. The program’s tradition of community involvement has meant that local businesses have always beenwilling to help out when asked fo.
Geert Driessen, Frederik Smit & Peter Sleegers (2005) BERJ. Parental involvem...Driessen Research
This document discusses parental involvement in education and its relationship to student achievement. It summarizes research showing that increased parental involvement is positively associated with improved cognitive and social outcomes for students. However, the level and forms of parental involvement vary depending on socioeconomic status and ethnicity, with disadvantaged groups showing less involvement. Schools aim to increase involvement among these groups to help improve their students' achievement and school experience. The document examines different types of parental involvement and initiatives to strengthen partnerships between schools, parents, and communities.
The document discusses various school-based programs that aim to promote parent involvement and collaboration. It describes programs like Head Start, Title I, and Comer's School Development Program that provide resources and services to families. Effective collaboration is characterized by open communication between parents and schools to support students' education and development.
Effective communication between parents and teachers is important for student success. When schools keep parents informed about changes and curriculum, and parents communicate their child's needs to teachers, students benefit. Several factors are necessary for a good parent-teacher relationship, including regular communication, developing trust, having empathy for all parties, and addressing concerns respectfully. National organizations provide standards to help schools improve parent involvement through communication, parenting education, including parents in school decisions, and collaborating with the community.
Geert Driessen, Frederik Smit & Peter Sleegers (2005). Parental Involvement ...Frederik Smit
Parental involvement is seen as an important strategy for the advancement of the quality of education. The ultimate objective of this is to expand the social and cognitive capacities of pupils. In addition, special attention is paid to the children of low-educated and ethnic minority parents. Various forms of both parental and school-initiated involvement are examined. On the one hand, the connections between a number of characteristics of parents and schools such as the social and ethnic background of the parents and the composition of the school population will be examined. On the other hand, the connections between a number of outcome measures such as the language and mathematics skills of the pupils will be examined. Data will be drawn from the large-scale Dutch PRIMA (primary education) cohort study, which contains information on more than 500 schools and 12,000 pupils in the last year of primary school and their parents. An important finding is that predominantly schools with numerous minority pupils appear to provide a considerable amount of extra effort with respect to parental involvement, but that a direct effect of such involvement cannot be demonstrated.
Week 4 Discussion 1 Students of Diverse BackgroundsThe Moore-Tho.docxjessiehampson
Week 4 Discussion 1 Students of Diverse Backgrounds
The Moore-Thomas, Day-Vines article explores cultural competence as it relates to effective collaboration and interactions as well as an understanding of the political structures and socio-cultural realities of African American students, families, and their communities. Describe the specific models, strategies, and recommendations for educators to work effectively with students with diverse social differences (i.e. economic, ethnic, cultural, family, geographic region, ect). What steps can you take to be a culturally competent educator as you plan on working with specific groups, school, family and community members?
INSTRUCTOR GUIDANCE
WEEK FOUR
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
Did you know there is a National African American Parent Involvement Day (NAAPID) that takes place in schools across the country in the month of February? Inspired by a speech during the Million Man March in 1995 that challenged all the men in the crowd to give back to their community, Michigan school Principal Joseph Dulin initiated this movement as a day of events encouraging parents to get more involved in their child's school. “It comes during Black History Month,” explains Dulin, “and I thought it was a tremendous time to introduce it as a project for parents to get into our schools to exchange notes, phone numbers, emails, have conversations and get in touch with the teachers” (Cavanaugh, 2016, para. 6).
Although the day is geared toward African American parents, the schools encourage every parent to participate for a common goal of promoting parent involvement, eliminating the achievement gap, and creating partnerships among stakeholders. Hugh Price, retired CEO of the National Urban League and founder of Campaign for African-American Achievement, explains that "community norms have traditionally played a particularly central role in the lives of black Americans" (Price, 2008, p. 19). A variety of students from different cultural backgrounds benefit from the help that school-family-community partnerships can provide. When schools use the resources at hand, they have the capacity to improve students' achievement and provide strategies that parents can use to develop skills needed in continuing to help their children. What are your thoughts on having a day specifically to get African American parents involved in school? What types of resources are used to prepare for the day’s events?
Continuing along the same lines of meeting the needs of parents, educators who are culturally responsive will take it upon themselves to learn what is needed for students and parents from diverse backgrounds. It has already been established that when parents get involved in their child's education by doing such things as attending school events, children thrive academically; however, the lack of financial resources experienced by some families causes a struggle in pro ...
Similar to ReferenceHardin, B. J., Wortham, S.C. (2015). Assessment in Ear.docx (20)
A brief description of your employment historyYour career .docxsodhi3
A brief description of your employment history
Your career goals (both short and long term)
Tell me about a leader you look up to. This can be someone you know or don't know, famous or familiar to you, and can even be a TV/Movie character and does not need to real. Describe what this person does makes them your role model.
(My name is Danny Z. i'm a full time student )
.
A budget is a plan expressed in dollar amounts that acts as a ro.docxsodhi3
A budget is a plan expressed in dollar amounts that acts as a road map to carry out an organization’s objectives, strategies and assumptions. There are different types of budgets that healthcare organization use to manage its financial and managerial goals and obligations.
Discuss the difference between an operating budget and a capital budget. What are the steps in creating each budget?
At least 150 words; APA Format
.
A 72-year-old male with a past medical history for hypertension, con.docxsodhi3
A 72-year-old male with a past medical history for hypertension, congestive heart failure, chronic back pain, and diabetes is admitted to the hospital for hypotension suspected from a possible accidental overdose. What are the criteria for discharge? Explain the importance of utilizating hospital recommendations and teachings. List some meaningful community resources in the response.
.
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Code of Ethics: This is a synopsis of some of the most important ethical
considerations you need to be aware of as a professional in the real estate
industry.
Terminology:
Agency: The fiduciary relationship created between a principal and an agent whereby the agent
can act on behalf of the principle for certain transactions. Agency is usually created when the
principal signs a listing agreement to list their property for sale or a management contract to rent
a property for instance.
Agent: The broker or sales associate acting on behalf of the principal (see Agency)
Client: The person with whom the broker or sales associate has a legal contract to represent.
Customer: Is not contractually bound to the industry professional
Principal: Person who hires an agent to act on his or behalf.
Code of Ethics:
#1: The agent has a responsibility to promote the interests of their client(s) and treat all involved
in any real estate transaction in an honest and fair manner. They must disclose if they are a
dual agent (representing both buyer and seller in a transaction) or a designated agent
(represent either the buyer or seller depending on state law), or they are a limited representative
(will provide only certain duties in the transaction per state law).
#2: Agents must openly acknowledge to clients any personal interest they might have in any
transaction prior to showing a property; they must acknowledge any personal relationships
involved. Ex: Agent says, “I want to disclose to you before we look at it, that this property
belongs to is my brother and my sister in-law is his agent.”
#3: The Agent will not allow anyone that is not pre-authorized by the owner, to access the
property of the client.
#4: Never overstate benefits or attributes of a property or opportun.
a brief explanation of the effect of Apartheid in South Africa. Prov.docxsodhi3
a brief explanation of the effect of Apartheid in South Africa. Provide two specific examples that demonstrate how people adapted. Finally explain the impact and implications of the changes we have seen in recent years. Cite specific cases. Your original post must be no less than 600 words.
.
A 32-year-old female presents to the ED with a chief complaint of fe.docxsodhi3
A 32-year-old female presents to the ED with a chief complaint of fever, chills, nausea, vomiting, and vaginal discharge. She states these symptoms started about 3 days ago, but she thought she had the flu. She has begun to have LLQ pain and notes bilateral lower back pain. She denies dysuria, foul-smelling urine, or frequency. States she is married and has sexual intercourse with her husband. PMH negative.
Labs: CBC-WBC 18, Hgb 16, Hct 44, Plat 325, Neuts & Lymphs, sed rate 46 mm/hr, C-reactive protein 67 mg/L CMP wnl
Vital signs T 103.2 F Pulse 120 Resp 22 and PaO2
99% on room air. Cardio-respiratory exam WNL with the exception of tachycardia but no murmurs, rubs, clicks, or gallops. Abdominal exam + for LLQ pain on deep palpation but no rebound or rigidity. Pelvic exam demonstrates copious foul-smelling green drainage with reddened cervix and + bilateral adenexal tenderness. + chandelier sign. Wet prep in ER + clue cells and gram stain in ER + gram negative diplococci.
Develop a 1- to 2-page case study analysis, examining the patient symptoms presented in the case study. Be sure to address the following as it relates to the case you were assigned (omit section that does not pertain to your case, faculty will give full points for that section).
The sections that you are to omit are for the above case study are: 1. Explain why prostatitis and infection happen. Also explain the causes of systemic reaction, 2. Explain why a patient would need a splenectomy after a diagnosis of ITP, and 3. Explain anemia and the different kinds of anemia (i.e., micro and macrocytic).
In your Case Study Analysis related to the scenario provided, explain the following:
The factors that affect fertility (STDs).
Why inflammatory markers rise in STD/PID.
Why prostatitis and infection happens. Also explain the causes of systemic reaction.
Why a patient would need a splenectomy after a diagnosis of ITP.
Anemia and the different kinds of anemia (i.e., micro and macrocytic).
PLEASE ANSWER IN DETAIL ALL OF THE ABOVE
.
A 4 years old is brought to the clinic by his parents with abdominal.docxsodhi3
A 4 years old is brought to the clinic by his parents with abdominal pain and a poor appetite. His mother states, “He cries when I put him on the toilet.”
1. What other assessment information would you obtain?
2. What interventions may be necessary for this child?
3. What education may be necessary for this child and family?
Your responses must be at least 150 words total.
.
A 19-year-old male complains of burning sometimes, when I pee.”.docxsodhi3
A 19-year-old male complains of “burning sometimes, when I pee.” He is sexually active and denies using any contraceptive method. He denies other symptoms, significant history, or allergies.
From the information provided, list your differential diagnoses in the order of “most likely” to “possible but unlikely.”
.
A 34-year-old trauma victim, the Victor, is unconscious and on a.docxsodhi3
A 34-year-old trauma victim, the Victor, is unconscious and on a ventilator. He was admitted yesterday, and his condition remains critical. His religious affiliation is unknown; however, he has a tattoo of a crucifix.
What can the nurse do to assess and integrate spirituality into Victor’s care? If the family is in another state what can the nurse do to integrate the family into the care?
Your initial post must include a minimum of 300 words and include proper grammar, punctuation, and reference(s).
.
A 27-year-old Vietnamese woman in the delivery room with very st.docxsodhi3
A 27-year-old Vietnamese woman in the delivery room with very strong and closely spaced contractions. The baby was positioned a little high and there was some discussion of a possible c- section. Despite her difficulties, she cooperates with the doctor's instructions and labors in silence. The only signs of pain or discomfort were her look of concentration and her white knuckles.
· Should she be offered pain medication when she is not showing a high level of pain? Why or why not?
350 words
APA
.
A 25 year old male presents with chronic sinusitis and allergic .docxsodhi3
A 25 year old male presents with chronic sinusitis and allergic rhinitis.
Define adaptive vs. acquired immunity.
Discuss the genetic predisposition of allergens.
Describe the antigen-antibody response.
What is the pathology of sinusitis?
Expectations
Initial Post of Case Study:
Due: Saturday, 11:59 pm PT
Length: A minimum of 250 words, not including references
Citations: At least one high-level scholarly reference in APA from within the last 5 years
Peer Responses:
Due: Monday, 11:59 pm PT
Number: A Minimum of 2 to Peer Posts, at least one on a different day than the main post
Length: A minimum of 150 words per post, not including references
Citations: At least one high-level scholarly reference in APA per post from within the last 5 years
Discussion: Respond to Posts in Your Own Thread
.
A 500-700 word APA formatted PaperInclude 2 sources on your re.docxsodhi3
A 500-700 word APA formatted Paper
Include 2 sources on your reference page in addition to your textbook "
We the People
."
Select one issue area: CIVIL RIGHTS
Research which interest groups represent your issue area
Examine the membership and benefits of groups
Provide data on how much groups contribute to politicians
Discuss legislation the groups helped influence
Include reference page
Submit
your summary in APA format clicking on the assignment in Canvas and uploading your document. Be sure whichever assignment version you choose has an introduction, clear focus, conclusion, and references. Include a reference page for the video clip if that’s what you decide to prepare.
.
A 65-year-old obese African American male patient presents to his HC.docxsodhi3
A 65-year-old obese African American male patient presents to his HCP with crampy left lower quadrant pain, constipation, and fevers to 101˚ F. He has had multiple episodes like this one over the past 15 years and they always responded to bowel rest and oral antibiotics. He has refused to have the recommended colonoscopy even with his history of chronic inflammatory bowel disease (diverticulitis), sedentary lifestyle, and diet lacking in fiber. His paternal grandfather died of colon cancer back in the 1950s as well. He finally underwent colonoscopy after his acute diverticulitis resolved. Colonoscopy revealed multiple polyps that were retrieved, and the pathology was positive for adenocarcinoma of the colon.
Develop a 1- to 2-page case study analysis in which you:
Explain why you think the patient presented the symptoms described.
Identify the genes that may be associated with the development of the disease.
Explain the process of immunosuppression and the effect it has on body systems.
.
A 5-year-old male is brought to the primary care clinic by his m.docxsodhi3
A 5-year-old male is brought to the primary care clinic by his mother with a chief complaint of bilateral ear pain with acute onset that began “yesterday.” The mother states that the child has been crying frequently due to the pain. Ibuprofen has provided minimal relief. This morning, the child refused breakfast and appeared to be “getting worse.”
Vital signs at the clinic reveal HR 110 bpm, 28 respiratory rate, and tympanic temperature of 103.2 degrees F. Weight is 40.5 lbs. The mother reports no known allergies. The child has not been on antibiotics for the last year. The child does not have history of OM. The child is otherwise healthy without any other known health problems.
Physical examination reveals: Vital signsl HR 110 bpm, 28 respiratory rate, and tympanic temperature of 103.2 degrees F. Weight is 40.5 lbs. Bilateral TMs are bulging with severe erythematous. Pneumatic otoscopy reveals absent mobility. Ear canals are nomal.
After your questioning and examination, you diagnose this child with bilateral Acute Otitis Media.
.
92 S C I E N T I F I C A M E R I C A N R e p r i n t e d f r.docxsodhi3
92 S C I E N T I F I C A M E R I C A N R e p r i n t e d f r o m t h e O c t o b e r 1 9 9 4 i s s u e
ome creators announce their inventions with grand
éclat. God proclaimed, “Fiat lux,” and then flooded
his new universe with brightness. Others bring forth
great discoveries in a modest guise, as did Charles
Darwin in defining his new mechanism of evolu-
tionary causality in 1859: “I have called this principle, by which
each slight variation, if useful, is preserved, by the term Natur-
al Selection.”
Natural selection is an immensely powerful yet beautifully
simple theory that has held up remarkably well, under intense
and unrelenting scrutiny and testing, for 135 years. In essence,
natural selection locates the mechanism of evolutionary change
in a “struggle” among organisms for reproductive success, lead-
ing to improved fit of populations to changing environments.
(Struggle is often a metaphorical description and need not be
viewed as overt combat, guns blazing. Tactics for reproductive
success include a variety of nonmartial activities such as earlier
and more frequent mating or better cooperation with partners
in raising offspring.) Natural selection is therefore a principle of
local adaptation, not of general advance or progress.
Yet powerful though the principle may be, natural selection
is not the only cause of evolutionary change (and may, in many
cases, be overshadowed by other forces). This point needs em-
phasis because the standard misapplication of evolutionary the-
ory assumes that biological explanation may be equated with
devising accounts, often speculative and conjectural in practice,
about the adaptive value of any given feature in its original en-
vironment (human aggression as good for hunting, music and
religion as good for tribal cohesion, for example). Darwin him-
self strongly emphasized the multifactorial nature of evolu-
tionary change and warned against too exclusive a reliance on
natural selection, by placing the following statement in a max-
imally conspicuous place at the very end of his introduction: “I
am convinced that Natural Selection has been the most impor-
tant, but not the exclusive, means of modification.”
Reality versus Conceit
N A T U R A L S E L E C T I O N is not fully sufficient to explain evo-
lutionary change for two major reasons. First, many other caus-
es are powerful, particularly at levels of biological organization
both above and below the traditional Darwinian focus on or-
ganisms and their struggles for reproductive success. At the low-
est level of substitution in individual base pairs of DNA, change
is often effectively neutral and therefore random. At higher lev-
els, involving entire species or faunas, punctuated equilibrium
can produce evolutionary trends by selection of species based
on their rates of origin and extirpation, whereas mass extinc-
tions wipe out substantial parts of biotas for reasons unrelat-
ed to adaptive struggles of constituent species in “normal”
t.
a 100 words to respond to each question. Please be sure to add a que.docxsodhi3
a 100 words to respond to each question. Please be sure to add a question and answer a fellow student's question.
Q1. Mead argues that most human understanding of the "self" of animals is fallacious. What is his argument, please explain.
Q2. What does Lacan mean by the subject's assumption of the imago in the short excerpt from the Mirror Stage?
.
A 12,000 word final dissertation for Masters in Education project. .docxsodhi3
A 12,000 word final dissertation for Master's in Education project. A UK L7 writing.
Submitting the dissertation
The dissertation will be submitted online via
blackboard.
Presentation Style
Your research project needs to be clearly presented:
·
The front page should include your
name, project title (around 15 words), your supervisor’s name, the date it
was completed;
·
Work should be presented single
sided, in Arial, minimum font size 11 and be one and a half spaced;
·
A contents page detailing the section
and any tables/charts should be included;
·
Any quotes of less than 12 words
should be identified by quotation marks and kept as part of the paragraph text;
·
Quotes of 12 words and above should
be separated out from the text, indented on the left and right and be displayed
in italics (no quotation marks required);
·
All tables and charts should be
numbered appropriately and have a title;
·
Each section of your project should
be started on a new page;
·
All pages should be numbered;
·
Each section should be numbered (e.g.
1. Introduction) and any charts/graphs within the section should be numbered
accordingly. For example if you are writing about something in section 4.1 (the
first sub-section) then the first chart or graph would be 4.11. So charts and
graphs (if included) are numbered according to the section/sub-section.
Word limit
The project should be written up in
no more than 12,000
words
. This includes everything except the reference list, any appendices
and acknowledgements.
A
final checklist:
1.
Does
your abstract say succinctly what the project set out to do and what has been
found?
2.
Does
your contents page signpost chapter subheadings as well as chapter headings?
3.
Has
your introduction made clear the sub questions/objectives you are addressing in
this enquiry
4.
Is
a framework presented in your lit review chapter and a methodological approach
presented in your methodology chapter, and is it clear how this framework and
methodology inform your data collection, presentation of findings and
discussion and reflections? Have you discussed your positionality?
5.
Does
your discussion chapter relate closely to the data in your results chapter and
tie back to the literature in your literature review?
6.
Have
you answered your research questions?
7.
Have
you carefully considered any ethical implications of your research?
8.
Have
you included a signed, anonymised ethics form in the appendix?
9.
Does
your conclusion summarise what has been found out about the questions you set
yourself in your introduction?
10.
Have you kept to the 12,000 word
limit?
11.
Have you met
all
the assessment criteria?
M
odule
Bibliogr
a
p
h
y
Compulsory
reading:
B
r
y
m
an
,
A
.
(
20
1
6
)
.
S
o
ci
a
l
r
e
s
ea
r
ch
m
e
t
h
o
d
s
(
5
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.
)
.O
x
f
o
rd
:
O
x
f
o
r
d
U
n
i
v
e
r
sity
P
r
e
ss.
Further optional reading
:
A
l
de
r
s
o
n
,
P
.
&
M
o
rr
o
w
,
V
.
(2
011
)
.
T
h
.
9/18/19
1
ISMM1-UC 752:
SYSTEMS ANALYSIS
Fall 2019 – Lecture 3
Instructor: Dr. Antonios Saravanos
Incremental Model
• Development and delivery of
functionality occurs in increments
• Works well when requirements are
known beforehand
• Projects are broken down into sub-
projects
Source: Project Management for IT-Related Projects (p.
18)
2
9/18/19
2
Incremental Cycle
Incremental Model
9/18/19
3
Iterative Model
• Ideal for situations where not all requirements are
known up front
• Need for development to begin as soon as possible
Source: Project Management for IT-Related Projects (p. 19)
5
Iterative Cycle
9/18/19
4
Iterative Model
Incremental vs. Iterative
• Incremental fundamentally means
add onto. Incremental development
helps you improve your process.
• Iterative fundamentally means re-
do. Iterative development helps you
improve your product.
9/18/19
5
• Is iterative and incremental the
same thing?
Incremental vs. Iterative
Source: http://www.applitude.se/images/inc_vs_ite.png
10
9/18/19
6
Iterative and Incremental Combined
A Simple Software Development Method
• Initial Planning
• Design
• Implementation
• Testing
Source: Making Things Happen: Mastering Project Management (p. 30)
12
n
9/18/19
7
Alistair Cockburn
• What’s Alistair’s take on Iterative vs. Incremental?
Incremental vs. Iterative
• in incremental development, you do each of those
activities multiple times … that is, you go around the
requirements – design – programming – testing –
integration – delivery cycle multiple times. You
“iterate” through that cycle multiple times. (“iterate” –
get it? sigh…)
• in iterative development, you also do each of those
activities multiple times … you go around the
requirements – design – programming – testing –
integration – delivery cycle multiple times. You
“iterate” through that cycle multiple times. By Gummy!
Both of those are “iterative” development! WOW!
9/18/19
8
Incremental vs. Iterative (cont’d)
• Of course, the $200,000 question is,
do you repeat the cycle “on the same
part of the system you just got done
with” or “on a new part of the
system”? How you answer that
question yields very different results
on what happens next on your
project.
Roles
• Product Owner (Business)
– Represents the customer
– Controls the product backlog
– Signs off on deliverables
• The Scrum Master
– Ensures scrum values are understood and kept
– Tracks progress and finds ways to overcome obstacles
• The Development Team
– The people actually responsible for delivering the system
– Self-organizing unit
– Members of the team are generalists not specialists
• Cross functional (Each member of the team knows all aspects of the
product that is being developed)
16
9/18/19
9
The Agile System Development Methodology
17
Manifesto for Agile Software Development
18
9/18/19
10
Manifesto for Agile Software Development
Source: http://www.applitude.se/images/inc_vs_i.
96 Young Scholars in WritingFeminist Figures or Damsel.docxsodhi3
96 | Young Scholars in Writing
Feminist Figures or Damsels in Distress?
The Media’s Gendered Misrepresentation
of Disney Princesses
Isabelle Gill | University of Central Florida
A gender bias seems to exist when discussing Disney princesses in entertainment media that could have
significant consequences for girls who admire these heroines. Prior research and my own extensions have
shown that modern princesses display almost equal amounts of masculine and feminine qualities; how-
ever, my research on film reviews shows an inaccurate representation of these qualities. These media
perpetuate sexist ideals for women in society by including traditionally feminine vocabulary, degrading
physical descriptions, and inaccuracies about the films, as well as syntax and critiques that trivialize the
heroines’ accomplishments and suggest the characters are not empowered enough. The reviews also
encourage unhealthy competition between the princesses and devote significantly more words to these
negative trends than to positive discussions. These patterns result in the depiction of the princesses as
more stereotypically feminine and weak than is indicated by the films themselves, which hinders the cre-
ation of role models for girls.
Despite significant strides women have made
toward combatting sexism in American
society, news and entertainment media rep-
resentations of women continue to be one of
the many obstacles left before reaching
equality. Numerous studies have identified
gender bias in the ways media represent
women (Fink and Kensicki; Niven and
Zilber; Shacar; Wood). Media tend to favor
representations of women who are “tradi-
tionally feminine” as well as not “too able,
too powerful, or too confident,” over more
complex representations (Wood 33). For
example, research by Janet Fink and Linda
Jean Kensicki shows that when media aimed
at both men and women discuss female ath-
letes, their focus is on sex appeal, fashion,
and family rather than athletic accomplish-
ment. Female scientists as well as female
members of Congress also fall victim to this
trend. Interviews with male scientists often
portray them as primarily professionals
while interviews with female scientists tend
to reference their professionalism while high-
lighting domesticity and family life (Shacar).
Similarly, media descriptions of the female
members of Congress focus on domestic
issues even though the congresswomen por-
tray themselves as having diverse interests
(Niven and Zilber). In sum, biased, gendered
representations of women are common in
various forms of media.
Media misrepresentation of women in
these ways can lead to significant social
consequences, such as reinforcing anti-
quated gender roles and diminishing the
perception of women’s impact on society
(England, Descartes, and Collier-Meek;
Fink and Kensicki; Graves; Niven and
Zilber; Shacar; Wood). Since media are
Gill | 97
Gill | 97
likely one of the most p.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
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.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
ReferenceHardin, B. J., Wortham, S.C. (2015). Assessment in Ear.docx
1. Reference:
Hardin, B. J., Wortham, S.C. (2015). Assessment in Early
Childhood Education (7th ed.). [Vitalsource Bookshelf
Online]. Retrieved from
https://kaplan.bitalsource.com/#/books/9781323290804/
In-text citation: (Hardin & Wortham, 2015)
CHAPTER 11 Communicating with Families
Suzanne Clouzeau/Pearson
Chapter Objectives
As a result of reading this chapter, you will be able to:
1.Discuss characteristics of family-professional partnerships
that promote children’s development and learning.
2.Explain strategies for establishing and maintaining family-
professional partnerships that benefit children.
3.Describe strategies for conducting effective parent
conferences.
4.Discuss the roles of families in screening and assessment.
Parents are children’s first and most important teacher. As such,
they have a critical role in their child’s development and
learning. Teachers, administrators, and other early childhood
providers understand that children’s success as learners depends
on parents as well as professionals. The importance of having
parents as partners in early childhood settings is essential to
quality care and education (Dunst & Trivette, 2012; Schmidt &
Matthews, 2013; Turnbull et al., 2006). Today’s children
experience a variety of family relationships. Some children live
with a single parent or with grandparents. Children may live in
blended families where both parents had previous marriages and
children from the first and second marriages now live together
as one family. Other children live in households with same-sex
parents. Still others may live in households that include adults
2. who function as caretakers but are not related. Therefore, the
term families should acknowledge the expanded roles of
parenting to include any persons that function as family in their
daily lives. Throughout this book, information related to family
partnerships during screening and assessment processes has
been discussed. This chapter will be devoted to how
professionals can engage in meaningful partnerships with adults
who serve in parenting roles for children, particularly during
the assessment process. Strategies for communicating with
families about children’s progress will be discussed, including
planning and how to conduct effective family conferences.
Family-Professional Partnerships that Promote Children’s
Development and Learning
Parents have always actively participated in early-childhood
settings such as child-care centers and schools. When the first
author’s father was an elementary school student in the early
20th century in Austin, Texas, mothers took turns going to the
school to prepare lunch for the children. Traditionally, parents
helped with school parties and volunteered in the classroom.
Parent–teacher organizations raised money to secure needed
books, equipment, and other materials that were not in the
school budget.
Today, the idea of a partnership with parents goes beyond
helping with school programs toward empowering and engaging
families in mutually respectful interactions that benefit
children. Fundamental to effective family-professional
partnerships is the belief that they should be strengths-based
(built on family resources and assets) and family-centered (led
by family concerns and priorities) (Dunst & Trivette, 2012).
Turnbull et al. (2006) describe family-professional partnerships
as relationships in which families (not just parents) and
professionals build on each other’s expertise and resources so
decisions will benefit children as well as their partnership. They
suggest partnerships that support children’s well-being and are
achieved by applying the following seven principles:
•Communication—ongoing, honest interactions using methods
3. agreed on by both the parents and the professionals
•Professional Competence—well-trained professionals
committed to lifelong learning and who have expectations for
children
•Respect—regarding each other in high esteem and interactions
that promote honesty and dignity
•Commitment—being accessible and sensitive to the needs of
families
•Equality—shared power and decision making
•Advocacy—forming alliances based on identified needs and
taking action to address them
•Trust—the keystone of strong family-professional partnerships
Numerous professional organizations have published position
papers and guidelines that help educators understand essential
characteristics of effective family-professional partnerships. For
example, the NAEYC Standards for Early Childhood
Professional Preparation describes professional standards for
early childhood professionals (NAEYC, 2009). The purpose of
these standards is to provide guidance for professionals that
reflect the values of inclusive, high-quality early childhood
services. Standard 2, Building Family and Community
Relationships, describes elements of strong family-professional
partnerships as follows:
Parents and teachers are partners in the learning and assessment
of young children.
David Kostelnik/Pearson
2a: Knowing about and understanding diverse family and
community characteristics
2b: Supporting and engaging families and communities through
respectful, reciprocal relationships
2c: Involving families and communities in their children’s
development and learning (p. 12)
Other professional organizations have published guidelines for
establishing and maintaining family-professional partnerships
that reflect the diversity of families. For example, the Division
4. of Early Childhood/Council for Exceptional Children (DEC,
2010) published a position paper entitled Responsiveness to
ALL Children, Families, and Professionals: Integrating Cultural
and Linguistic Diversity into Policy and Practice, which
provides information about ways to establish and maintain
effective family-professional partnerships with diverse families,
especially those who have children with disabilities and
families from culturally and linguistically diverse families.
In addition, as early learning standards have become an
expected aspect of young children’s education, national and
state organizations have stressed the importance of family
partnerships. For example, a joint position statement on early
learning standards developed by the National Association for
Young Children and the National Association of Early
Childhood Specialists in State Departments of Education (2002)
describes four conditions needed in the development and
implementation of early learning standards. The fourth
condition emphasizes the importance of family-professional
partnerships: “Early learning standards will have the most
positive effects if families—key partners in young children’s
learning—are provided with respectful communication and
support” (p. 8). This position statement and its content are
supported by the National Association of Elementary School
Principals and other prominent organizations as a unified effort
to guide the field toward quality and developmentally
appropriate content in standards, including the important role of
families.
Strategies for Establishing and Maintaining Family–
Professional Partnerships that Benefit Children
Establishing Relationships with Families
The importance of a strong partnership with families becomes
more evident as we learn more about how children benefit from
a strong teacher–parent relationship. All parties in the
partnership have an equal role. The quality of the partnership
affects the child’s security and maximizes the child’s potential
for learning. This quality partnership includes frequent two-way
5. communications, interest in each other’s perspectives, and
acceptance of the views of the other partner. The partnership
grows through mutual consultation both on daily activities and
important decisions. It requires working through differences
with mutual respect (Keyser, 2006; Lightfoot, 2003).
Building Bridges with Families of Infants and Toddlers
In 2014, more than 11 million children of working mothers who
were younger than age 5 participated in child care (Child Care
Aware of America, 2014). Thirty-eight percent of the children
who participate in child care are infants and toddlers (Schmitt &
Matthews, 2013). These children spend on average 36 hours a
week in child care and often participate in multiple placements.
Thus, for many families, the partnership between educational
settings and the home begins when their children are infants and
toddlers. The development of relationships between the home
and facilities or schools is initiated when the child is
transitioned from home to a center or other care and/or
educational setting. The development of trust and positive,
consistent caregiving are important in developing bonds
between the caregiver and the child and the caregiver and the
parents. Each day the child and family adults go through
emotions related to separation when the child is left in the
caregiving setting and then another adjustment when they are
united at the end of the day. Caregivers and other center
personnel who show sensitivity and understanding of unique
family characteristics and cultural differences can facilitate the
daily transitions and ongoing interactions with the child and
family. Families of babies have the same needs for support and
communication regarding their child as families of older
children in school settings; however, the needs for daily
communication and exchange of information about the child are
even more crucial for young children.
The expanded nature of parenting also includes an
understanding of diversity. Family members and professionals
from a variety of cultures, ethnicities, family structures, and
levels of income can enrich partnerships. A variety of languages
6. may be spoken, and families might have different views from
professionals on how children should be raised. This means that
all parties (e.g., schools, centers, services providers, parents)
must learn about each other, both at school and at home.
Families need to learn about the school culture and how their
child fits into a group of diverse children. Likewise,
professionals must understand each child’s family cultural
practices and seek ways to incorporate them in the early
childhood setting (Keyser, 2006).
Parents and teachers are not the only beneficiaries of a strong,
mutually respectful partnership. Children benefit the most!
When parents and other significant adults in their life have a
positive relationship with teachers and other education
professionals, children feel that they and their family are
honored and respected. The better the relationship, the more
children feel that they, too, can have a trusting relationship with
the teacher. They learn how to conduct social relationships by
watching adult relationships. They notice all the nuances of
spoken language, body language, and tone of voice that the
adults use. They use these positive models to develop their own
relationships with others (Keyser, 2006). Informal and formal
communication processes as well as home visits are effective
methods for establishing positive family-professional
partnerships.
Ongoing Communications
Continuing conversations and other forms of communication are
an important step in establishing a partnership. At times, the
teacher initiates the communication, but at other times the
parent initiates the contact. Families have different ways to
engage in the partnership. The continuum from relationship to
partnership is different from family to family. The teacher
needs to be sensitive to how best to communicate with families.
Written newsletters to parents may not be effective if the
parents speak another language and the written materials are not
in the parents’ home language, for example. Parents may also be
very intimidated by requests for them to give information
7. through written notes. Care should be taken, however, to make
sure parents who speak a language other than English can read
in their home language. The first author’s years as a teacher of
children from Spanish-speaking families provides another
example of how to be sensitive to parents. The principal decided
that all newsletters and information sheets would be
communicated in both English and Spanish. It took some
reflection and awkward interactions before it was understood
that the Spanish-speaking families in the school community
could not read in Spanish either. Patience and goodwill are
necessary for both families and teachers as partnerships
develop, especially if there are extenuating circumstances, such
as language differences, that may be challenging.
Today, technological advances can be used to enhance
communication between parents and educational settings. For
example, the teacher can establish a classroom website where
information can be shared and ideas exchanged. Photographs
and videos of class work can be posted and opportunities for
family comments provided. E-mails to individual families can
replace notes with families who have access to a computer.
Other families without computers can continue to exchange
written notes with the teacher. Cell phone calls can include
photographs of the child at school and possibly text messages to
keep families informed. The messages can include anecdotes
about the child’s experiences at school, new accomplishments,
or newly developed social skills (Mitchell, Foulger, & Wetzel,
2009).
Home Visits
One of the most effective ways to establish a relationship with a
child and the family is to make a home visit before the child
begins attending the center or school. When the teacher visits
the home environment, a context for understanding the child and
family is established. As young teachers, we made home visits
at the beginning of every school year. It was very educational to
learn how and where the children in our classrooms lived. The
first author taught in a bilingual program; as a result, most of
8. the children in the classroom were Hispanic. Many children
were from families of migrant workers. A majority of families
she visited had a very low income. One family lived out of two
cars several miles from the school bus route. The children were
dressed and ready to leave by 5 a.m. so that they could walk
with their older siblings to the bus stop. In the afternoons, it
was almost dark before they reached home again. Another
family lived very near the school, but in a very old wood frame
house with bare wood floors. The mother got water from the tap
outside for cooking and cleaning. She had a history of being
abused and beaten by her husband. When the first author
visited, the house was very clean, and the mother proudly
showed her the room where three of the girls shared a double
bed. Later in the year, when the child from that family in her
classroom appeared at school with a broken arm, the school
nurse was notified to work with child welfare authorities to
investigate and assist the mother, if needed. The families were
pleased that the teacher came to their home. The children were
always dressed in their best clothes and on their best behavior.
Family pictures, the children’s toys, and the plants in the yard
were often topics of conversation. These initial visits were vital
to the parents’ feeling comfortable with the teacher, especially
since she spoke Spanish, and the parents were able to overcome
their hesitations to come to the school for meetings and
conferences. Many times parent conferences were conducted at
a parent’s place of work because they could not leave their job
or did not have transportation to the school. Home visits
continued in some situations when the family or the teacher
needed support from the other.
In conclusion, home visits are an effective way to begin and
maintain family-professional partnerships as they provide
authentic experiences for both the family members and teachers
or other professionals. Ongoing communication strategies can
grow out of these experiences or other avenues of learning
about the types of communication that work best for families.
Using Professional Ethics in School–Family Partnerships
9. Teachers are responsible for maintaining professionalism in
their relationships with parents. Guidelines for teachers are
provided by professional education organizations. The Code of
Ethical Conduct was first published by the National Association
for the Education of Young Children in 1989, and most recently
updated in 2011 (NAEYC, 2011). The code provides guidelines
for professional behavior for teachers and caregivers of young
children. It describes categories of ethics that provide a
framework for how teachers should interact in their positions in
early childhood settings. Throughout this Code of Ethics it is
stressed that professional ethics includes responsibilities for
children, families, communities, and society. The descriptions
discuss that professional ethical judgments guide educators as
to what they should and should not do as professionals. Section
II of the Code is dedicated to ethical partnerships with families.
The code of ethics is a document that permits the profession to
speak as a group. The hope for the future is that the code can be
used not only as a basis for advocacy addressing the needs of
young children and their families, but also to help early
childhood educators to focus on what is best for all young
children and their families (Feeney, 2010).
Assessment Roles of Families of Children with Disabilities
When parents discover that their infant, toddler, or young child
has a delay or disability, they soon understand the important
role of assessment in the child’s life. They experience
conflicting emotions about what the assessment will reveal. One
mother described her reaction (Rocco, 1996):
When assessments emphasize deficits and diminished
expectations for future success, we parents generally begin to
look for a way to thwart these negative prognostications. At the
very best, we want a miracle cure. At the least, we want
professionals to “fix” our children…. We believe that
professionals have all the answers, and therefore, all the power.
(p. 56)
After parents experience the first stages of screening and
diagnosis, they find they have a major role in assessing what the
10. child needs and participate in planning for the child. Once their
child has been evaluated and determined eligible for services,
the ongoing assessment and intervention process centers on the
family as well as the child, especially in the early intervention
program, Part C of IDEA, for infants and toddlers. The extent of
the family’s involvement affects the child’s performance and
the relevance of the child’s assessment in guiding intervention
services (Berman & Shaw, 1996; Dunst & Trivette, 2012; Ray,
Pewitt-Kinder, & George, 2009). Dunst and Trivette (2012)
describe the assessment process as family-directed or family-
centered, with the child and family’s concerns, priorities,
resources, and values the most important in planning for the
child. The Individuals with Disabilities Education Improvement
Act of 2004 (IDEA, 2004) requires that families be a team
member and partner in the assessment, decision-making, and
activities planned for addressing the child’s needs (U.S.
Congress, 2004). Conferences with families who have a child
with a disability are more complex than the common
understanding of parent–teacher conferences. An Individualized
Family Service Plan (IFSP) is developed specifically for
children and families participating in the Early Intervention
Program (Part C of IDEA 2004). A team of intervention
providers that might include therapists, early intervention
specialists, teachers, and family members are involved in both
planning for the family and child’s needs and later assessing
progress on the IFSP with the family (Ray, Pewitt-Kinder, &
George, 2009).
Involving All Parents in the Assessment Process
Practices established for parents of children with disabilities
involve parents in the assessment process used with all children.
Home visits with parents before the beginning of school can
initiate the process of gathering information about the child.
Thereafter, parents can participate in the assessment process
through the teacher’s ongoing efforts to solicit information from
parents, participating in conferences when the child’s progress
is reported, and contributing information about the child’s
11. progress within the conference, through written responses
submitted to the teacher and by telephone or e-mail messages
(Gilkerson & Hanson, 2000).
All the assessment strategies discussed in this text apply to
children with disabilities. Some types of assessments may have
to be modified, especially for children who have a cognitive
delay or physical disability. Nevertheless, children with
disabilities should not be excluded from performance
assessments and portfolios. These children should have ongoing
opportunities to demonstrate what they understand and can use.
Teachers and parents will need to be creative in finding ways
for children to engage in their own assessment if they are
unable to participate in the same manner as children without
disabilities. Computers and other types of assistive technologies
can be used, as well as photographs, videotapes, and audiotapes.
The important point is that children with disabilities should be
included in the assessment and planning process to the best of
their abilities. Bridging their disabilities with alternative
assessment strategies will complete their inclusion as full
members of the classroom (Jarrett, Browne, & Wallin, 2006;
McLean, Wolery, & Bailey, 2004; Zero to Three, 2010).
Parent Partnership in Portfolio Assessment
The principal, teachers, and parents at Thomas Jefferson
Kindergarten and Primary School discussed portfolio
assessment at school council meetings for several months.
Teachers and a principal from a school in a nearby community
were invited to attend the council meeting and talk about their
experiences in starting portfolio assessment. In April, the
council decided to implement portfolios the following year. As
training sessions were held for the teachers at the end of the
school year, newsletters were sent to parents informing them of
the change in reporting using portfolios and of evening sessions
that would be held to share how the teachers were preparing for
using portfolios.
During the summer months, teacher training continued. At the
12. beginning of the school year, an open house was held to further
explain how the portfolio process would be used and the
rationale for moving to this type of assessment and reporting.
Following a general meeting in the multipurpose room of the
school, parents visited their child’s classroom, where the
teacher showed a model of the portfolio that would be used in
the classroom and how parents could contribute to the
information that would be included in the portfolio. Questions
about the portfolio assessment process were answered.
At the first parent–teacher conferences, portfolio assessment to
report student progress was used for the first time. Parents were
invited to reflect on what the child had accomplished. In some
classrooms, the child participated in the conference and
discussed why some entries were important. Following review
of the portfolios, both the parents and teacher discussed how to
plan for the child’s learning experiences based on the progress
made during the first part of the school year.
Some teachers found the move to the portfolio process easier
than others. Likewise, some parents understood and supported
portfolio assessment more quickly than others. The principal
provided troubleshooting sessions for teachers, and the school
council discussed how to continue to improve the process.
Conducting Effective Parent Conferences
Whatever approaches a teacher uses to assess children, a report
is made to communicate with the parents about the child’s
developmental advances and learning accomplishments. The
assessments that have been made are evaluated to determine
what will be in the report. Families are given the opportunity to
share their ideas about the child’s growth and progress and to
respond to the report that the teacher has developed. Although
written reports and portfolios are helpful assessment systems to
use when sharing information with families, conferences permit
families and teachers to interact directly. In the following
sections, parent conferences will be discussed, including how to
prepare for and conduct conferences.
Types of Parent Conferences
13. In addition to traditional teacher-led conferences, other options
for conducting parent conferences include three-way
conferences, student-led conferences, and parent group meeting
conferences. Each of these types of conferences are described in
the following section.
Three-Way Conferences
In the three-way conference, the student, parent, and teacher all
participate. The student has an opportunity to present and
discuss his or her work through a portfolio, the parent has an
opportunity to introduce relevant information about the child’s
progress, and the teacher has the opportunity to summarize what
has been accomplished during the time period. All participants
plan together for future goals, projects, and general learning.
All participants discuss how the home and the school can work
together to accomplish the child’s learning goals.
Student-Led Conferences
Students can be taught to conduct a conference with the family
(Cromwell, 2010). Using a showcase or evaluative portfolio, the
student and parent study portfolio contents and discuss the
student’s work. The teacher can join the conference later and
answer questions the parent might have or elicit the family’s
ideas for the child’s further progress (Stiggins, 2005).
Regardless of the approach to be used for the parent conference,
the conference should follow the assumption that families are
partners in the process:
The inclusion of families in the overall assessment is critically
important. They need to be involved in more than just the final
stage of the process if they are to see all the skills and
strategies that their children are developing and to assist their
children along the way.
Family involvement with portfolios can take many forms,
including holding three-way conferences that include students,
teachers, and parents. Parents may also respond in writing to the
work in the portfolio. They can complete a questionnaire about
their perceptions of the student’s work and provide examples
they think are indicative of growth (Lescher, 1995, p. 28).
14. Parent Group Meeting Conferences
When circumstances do not permit conferences with individual
families, a group conference for all parents might be
considered. In this type of conference, the teacher spends time
explaining to all the parents the assessments that have been
used, the nature of those assessments, and information on
projects or thematic study topics. Classroom documentation in
various forms is explained and parents are invited to spend time
looking at them. The teacher can make opportunities for
individual questions and for parents with concerns to stay after
the group meeting to discuss these with the teacher.
Arrangements might be made for individual phone calls or other
communications when needed to discuss future questions or
issues.
Preparing for Family Conferences
The teacher or other professional must prepare the information
that is to be shared prior to conducting a conference with a
family. Some of the information should involve input from
parents and the child. As part of the preparation, the teacher
selects the assessments that will be used for reporting progress
and develops a profile or some type of encapsulation that
summarizes the child’s evidence of development and learning.
Selecting Options for Reporting Progress
If the teacher uses portfolio assessment, the process of
preparing the portfolio contents for the child’s evaluation
becomes the vehicle for reporting. If a portfolio is not used, the
teacher gathers and organizes examples of the child’s work,
assessments that have been conducted, and some type of report
on the child’s evaluation that has been determined by the
teacher.
Developing a Profile for the Child Using Assessment Results
Portfolios include assessment results and other evidence of the
child’s work that permit an evaluation to take place. Materials
in the portfolio, when combined with a narrative report, provide
a profile of progress. A profile can also be developed using
checklist assessments, samples of the child’s work, and a
15. summary report, as in The Work Sampling System, 5th Edition
(Meisels, Marsden, Jablon, & Dichtelmiller, 2014), and the
checklist and anecdotal records used in the Preschool Child
Observation Record (COR) (High/Scope Educational Research
Foundation, 2003). Given the many types of assessments and
record-keeping strategies described in earlier chapters, the
teacher has a variety of ways to organize assessment and
evaluation into a comprehensive profile of the child to share
with parents. This report may also include the results of
standardized tests in the primary grades.
Considering Individual Family Backgrounds and Needs
As the teacher prepares for the conference with the parents, the
backgrounds, concerns, priorities, resources, and needs of
parents are considered. Parents must feel comfortable and
relaxed when they come for the conference. A trained
interpreter should be provided for parents who speak a language
other than English. The environment for the conference should
be welcoming. Some teachers provide refreshments and decorate
the area with flowers and student work.
When preparing for a conference, the teacher must consider the
diverse backgrounds of the children also. The children may
come from different religions, cultures, languages, and family
practices. For example, in some cultures the father takes the
lead in participating in the conference, with the mother taking a
secondary role. In other cultures, especially traditional
American groups, both parents participate equally, or the
mother takes the lead.
If language is an issue, provisions should be made for a trained
interpreter to assist with the meeting, if the teacher does not
speak the home language of the family. In the event of families
speaking several different languages, trained interpreters who
speak both languages might facilitate the conference
conversations. It is important to have trained interpreters who
understand that their role is to serve as a conduit for delivering
information from the teacher, parent, student, or other person
involved in the conference without judgment or prejudice.
16. Avoid asking a friend, family member, or other person who is
not a professional interpreter. The American Speech-Language-
Hearing Association (ASHA, 2014) recommends the following
considerations when selecting an interpreter to assist with
assessment:
•Determine the interpreter’s level of proficiency in English and
in the home language used by the child and family
•Examine the interpreter’s educational background and
experience
•Determine the interpreter’s communication style to ensure it
will work with that of the teacher, child, and parents
•Try to use the same interpreter for multiple assignments so that
you may establish an effective working relationship
Additional tips for using an interpreter effectively before,
during, and after the conference can be found on the ASHA
website.
Sometimes parents are intimidated by the teacher and other
professionals and are uncomfortable attending a conference at
the school. Parents may feel inadequate or have bad memories
from their own school experiences. Teachers need to be very
sensitive to these situations and be ready to help these parents
feel welcome and appreciated (Kersey & Masterson, 2009).
Another factor to consider is parental awareness of how
assessments are conducted and interpreted, particularly in the
case of standardized test results. Some families may be very
familiar and comfortable in understanding the meaning of
different terms used in standardized test reports. Others may be
totally bewildered when a child’s test profile is discussed. The
teacher will want to vary how these tests are discussed and what
explanations might be necessary. Standardized tests and test
reports were discussed in Chapters 3 and 4. The teacher will
want to understand test reports and how to interpret them to
parents from diverse backgrounds.
Conducting Family Conferences
Once the parents or other family representatives have arrived
and the conference is ready to begin, the teacher keeps three
17. guidelines in mind when conducting a successful experience for
the parents and child, if the child is to participate, including:
(1) helping parents understand evaluation information, (2)
helping parents interpret evaluation information accurately, and
(3) soliciting parental and child input for assessment and
planning for the child. If standardized test results are used,
these guidelines are especially important.
Steps in Preparing to Conduct Conferences with Families
The teacher can also think through best strategies that will
ensure a positive conference result. Following are some
measures teachers take to conduct successful conferences:
•Start and end on a positive note. It was mentioned earlier that
parents should feel welcomed by the teacher. The teacher can
share the child’s strengths and examples of the child’s positive
experiences at school.
•Encourage parents to share information about their child. Early
in the conference, parents are asked about their child. The
teacher may ask questions about how the child and family
interact at home. The objective is to have the parents take the
lead in the discussion about their child.
•Discuss relevant information about the child’s progress.
Important information about the child’s accomplishments is
discussed with the parents, using portfolio examples, various
assessments, and standardized test results, when appropriate.
Parents are included in the discussion throughout this part of
the conference. Their questions are answered, and the teacher
asks questions to extend the information.
•Discuss the child’s needs or issues about progress. Difficulties
the child might be experiencing at school are discussed
objectively. The teacher focuses on the most important
difficulties that a child might be experiencing. The teacher asks
the parents for help in addressing the child’s needs. The parents
and teacher discuss how they might help the child. The teacher
asks the parents for suggestions about how the child might be
better helped in school. If possible, the parents and teacher set a
plan for the child to be addressed in a follow-up conference or
18. other communication (Kersey & Masterson, 2009).
•End the conference on a positive note. The teacher closes the
conference by again focusing on the child’s positive attributes.
The teacher thanks the parents for attending and being helpful
in providing needed information. The teacher stresses that the
family-professional relationship is a partnership to further
positive feelings with parents or family representatives.
Helping Parents Interpret Evaluation Information
When parents encounter a collection of work examples of the
children and teacher assessments that form the basis for a
child’s evaluation, they may feel a bit overwhelmed when they
compare this type of reporting with a report card. If the teacher
and school have prepared the parents for the use of portfolios
and performance assessments, they will appreciate
understanding how the materials they are seeing form a picture
of what the child has learned; nevertheless, they are likely to
have questions about assessments and the meaning of the child’s
work. The teacher needs to be prepared to volunteer information
about the assessment strategies used and why the collection of
the child’s work provides evidence of learning.
Role of Parents in the Screening and Assessment Process
Parents may have questions such as the following: How are
checklist assessments conducted? What strategies does the
teacher use to acquire checklist information? Why are
observation reports important? What does the teacher learn
about the child by doing observations? What do the summaries
of the child’s advances and accomplishments mean when
compared with a traditional report card? How does a rubric
work? How does the teacher design written tests for primary-
grade children? The teacher should be able to explain during the
conference how and why assessments are used so that parents
understand the assessment process. Parents will vary in how
they understand technical information. The teacher needs to be
prepared to help interpret assessment results with individual
families.
The same is true of assessment materials shared at the parent–
19. teacher conference. One method of summarizing the child’s
progress and overall evaluation is to have a summary report or
narrative report for the parents. The teacher goes over the report
with the parents, helping them understand the relationship
between the assessment resources and the child’s overall
evaluation. If a summary report is not used, the teacher must
have an overall evaluation ready to share with the parents. The
assessments and work samples must be explained, with their
implications for the child’s progress and future needs for
instructional experiences.
A Group Conference for a Child with ADHD
Miles Clark is a third-grade child who was identified as having
ADHD in the first grade. He was evaluated and received special
education classification at that time. He has received the help of
a resource teacher for the past 2 years. The purpose of the
conference is to determine how Miles should be served as he
moves to fourth grade. The conference includes Miles’s parents,
his grandmother, the regular classroom teacher, the school
counselor, the resource teacher, and the principal. The
conference has been called at the request of Miles’s mother,
who is concerned about the possible end of services by the
resource teacher.
Each member of the teaching and support staff presents an
assessment of Miles’s progress. At the end of each presentation,
the parents and other members of the group are invited to
comment or ask questions. The classroom teacher and resource
teacher present examples of work that Miles has been able to
complete on his own, without assistance. Each member of the
group is asked about Miles’s ability to work independently,
without a resource teacher to assist with assignments. School
staff members believe that their plan to transition Miles to
working without assistance is showing good progress. Miles’s
mother is not convinced and insists that Miles is entitled to the
continued services of the resource teacher because of his
designation as having ADHD.
20. At the end of the conference, each member of the conference
group summarizes his or her current assessment of Miles and
what future planning is appropriate for his continued progress.
The school counselor summarizes the events of the conference
and asks the parents for their assessment. Miles’s mother
strongly supports the continuation of assistance for Miles. The
school staff reluctantly agree to continue the use of the resource
teacher during the next school year.
Soliciting Parental Input for Assessment and Planning
Opportunities for parental input into the assessment and
planning process should be built into the conference. If parents
do not voluntarily reflect on the child’s progress and make
suggestions, the teacher should be ready to solicit input. As the
teacher completes the evaluation report, parents can give their
own views about progress and concerns they might have about
the child. The child also discusses progress and how learning
might be improved. As the teacher discusses the next steps in
planning for the child, parents can give their suggestions of
what might be helpful for the child. Also, the teacher and
parents can discuss what the parents might do to help the child
at home. The important point is that parents and children need
to feel that they are a vital part of the evaluation process and
not mere recipients of the evaluation report. Although the
teacher may need to discuss improvements that the child needs
to make, parents should also be encouraged to look at problems
and suggest solutions. If a true partnership has been established,
parents will be able to address the child’s needs and help plan
ways to guide the child without feeling that they are being
judged.
Summary
Assessment in early childhood education includes opportunities
and challenges. Many of the issues that developed during the
latter decades of the 20th century persist at the beginning of the
21st century. The implementation of the No Child Left Behind
Act and the Common Core State Standards presented their own
challenges.
21. Assessment of young children that evolved during the 20th
century has broadened and intensified over the decades, as more
has been learned about how young children develop and learn
and how variances in development and culture may cause young
children to encounter difficulties when they enter school. Tests
and measures to assess young children have been developed for
children who need intervention services and preschool programs
to enhance their academic success when they enter the primary
grades.
The development and use of a variety of approaches for the
assessment of children in the early childhood years has not
come without problems. Because of the nature and rapidity of
development of young children, it is difficult to design
measures that are dependable and that accurately measure
personal characteristics and other needed information. Each
kind of measure designed for use with young children has pluses
and minuses. Users of each type of assessment must be
informed about the strengths and limitations of the strategies
they plan to use. With young children especially, a combination
of assessment approaches, rather than a single instrument or
method, is indicated.
As school reform decisions increase the use of testing of
preschool and primary-grade children for placement, promotion,
and retention, teachers increasingly believe that they are
accountable for their role in the decisions made about their
students. If they disagree with the grading procedures they are
required to use, for example, do they have a responsibility to
voice their concern? When they have research-based
information that an instrument is being used for the wrong
purpose or lacks reliability, should they inform the personnel
who selected the tests? Should teachers press for alternative
methods of assessment that include informal strategies and
performance assessments? Do school policies prohibit any
variation in how children are assessed? Parents want teachers to
explain the use of performance assessments and changes in
student progress reports that accompany the use of these
22. assessments. Teachers want parents to have input when the
decision is made to move to this type of assessment and the use
of portfolios, rather than report cards. In addition, teachers want
to be confident that they have the skills to use and interpret
assessment results with parents.
No crystal ball reveals future trends in measuring young
children. Demands for accountability and increases in learning
achievement currently drive curriculum and assessment. School
reform, which is a national phenomenon, will continue to affect
early childhood education. As the importance of the early years
is again being emphasized, the school reform movement
continues to force restrictive parameters on the education of
young children. The push for quality early childhood programs
conflicts with efforts to raise academic standards. And, as the
makeup of early childhood classrooms changes to reflect the
presence of more children with disabilities and diverse
backgrounds and languages, competence in selecting and using
appropriate types of assessments assumes even more
importance. Decisions about educational practices are often
political rather than educational. As different forces affect
representation in Congress, policies can change.
The issues that surround the assessment of young children will
not be resolved soon. If present trends continue, improvement in
methods of assessment of young children will continue in the
effort to improve their potential for optimal development and
learning. The ongoing improvement in assessment methods
should have a positive effect on the quality of early childhood
programs and services as well.
Review Questions
Key Terms
Family-centered 268
Parent conferences 275
Family-professional partnerships 268
Parent group meeting conferences 275
Strengths-based 268
Student-led conferences 275
23. Three-way conferences 275
Selected Organizations
Search for the following organizations online:
American Speech-Language-Hearing Association
Beach Center on Disability
Center for Law and Social Policy
Child Care Aware of America
National Coalition for Parent Involvement in Education
(NCPIE)
Parent Teacher Association
TeacherVision
Wrightslaw
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26. Solution
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