Week 4 Discussion 1 Students of Diverse BackgroundsThe Moore-Tho.docx
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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 ...
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Week 4 Assignment Developing RelationshipsCommunity relationship.docx
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 ...
Week 4 Discussion 2 Parent SupportSome parents may not know how .docx
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.
Week 4 Journal Encouraging Parent InvolvementUsing the Jo.docx
Week 4 Journal Encouraging Parent Involvement
Using the Journal tab, respond to the following prompt:
Reflect on the following ways you would like to encourage parent involvement: Positive news phone calls, post cards, emails, daily student notes, and parent-teacher conferences.
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 promoting parental involvement through the conventional ways. Roberts (2011) notes that a large number of economically-disadvantaged students come from diverse backgrounds. Therefore, as educators, there are times when more prescriptive strategies for assisting parents to become involved are needed. Hjalmarson (2011) discusses a variety of different strategies to help relieve some of the struggl ...
Week 1 Assignment Social Support EssaySocial support is an impor.docx
Week 1 Assignment Social Support Essay
Social support is an important concept in schools. Schools are not just charged with academic development, they are charged with aiding emotional and physical development as well. Social support systems aid in this development. As noted in your text (Hjalmarson,Chapter 2), this can be an important aspect of a successful school, such as “Los Pen.”
In a two- to five-page paper (not including the title and reference pages), describe the value of social support through addressing the following:
· Define the term Social Support and explain what relevant scholarly research states about it.
· Describe your personal experiences with social support systems as student and/or teacher.
· Discuss significance of social support in a school setting.
Be sure to include and reference at least three scholarly sources (not including your textbook) properly cited in APA style.
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.
INSTRUCTOR GUIDANCE
WEEK 1
INTRODUCTION
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
Welcome to EDU617: School, Family & Community Partnership. Each week before beginning your assignments and initial discussion board post, it is highly recommended that you review the Instructor Guidance, which serves to supplement the required and recommended readings, videos, and multimedia webpages for each week of material. The Instructor Guidance begins with a theoretical foundation of the weekly learning outcomes, progresses to authentic examples, and then concludes with guidance for the discussion board prompt and completing the weekly assignment. The Instructor Guidance can be used to support your discussion posts, responses, and other required assignments.
Figure 1. Encouragement makes a big difference for all kids. Reprinted from Morguefile, by Pippalou, 2013 http://mrg.bz/MDZTaM.
Copyright 2016 by Morguefile.
Begin this week by thinking about “how important is parent involvement in the teaching and learning process?” Then, take a look at the Harvard Family Research Project (2014), which has published articles and digests on their Family Involvement Research Digest website that address family involvement across all cultures, socioeconomic backgrounds, and grade levels. The overall theme of these studies show a correlation between family-school partnerships and positive student achievement. For example, highlights from African-American and Chinese-American Parent Involvement: The Importance of Race, Class, and Culture (Links to an external site.) indicate that, depending on their cultural background, parents had different levels of home-based involvement. It was recommended that teachers leverage these unique cultural differences to build stronger family and community connections. A summary of the research findings from another article point out that parental involvement serves as ...
DiscussionsStudents of Diverse BackgroundsThe Moore-Thomas, .docx
Discussions
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?
Parent Support
Some parents may not know how to support their children in school. These parents as children may have had an unsuccessful school experience where they felt frustrated and even ashamed of their personal educational outcomes. Understanding that these parents may not have the knowledge on how to navigate the educational system to the advantage of their children, identify what does Hjalmarston suggest? Do you agree with Hjalmarson’s characterization of the problem and her categorization of parents?
Journal
Encouraging Parent Involvement
Reflect on the following ways you would like to encourage parent involvement: Positive news phone calls, post cards, emails, daily student notes, and parent-teacher conferences.
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your journal entries.
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 .
Week 6 Discussion 2 Los PenProfile the kind of empirical evidenc.docx
Week 6 Discussion 2 Los Pen
Profile the kind of empirical evidence at Los Pen that supports the school’s transformation. Focus on quantitative data. Based on the statistical data gleaned from the readings what qualitative conclusions would you draw about the efficacy of the many aspects of differentiated parent support?
INSTRUCTOR GUIDANCE
WEEK FIVE
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
In Week Five, you read about the link between Maslow’s Hierarchy of Needs and parental involvement. When students do not have their basic needs met or do not feel safe in school, they are not fully prepared for academic instruction. “It is imperative that we proactively create a climate that will support all students learning” (Hjalmarson, 2011, p.135). Partnerships are all about connection. In this final week of the class, we will end our discussion about the need to develop partnerships among schools, families, and communities to support student success.
Parents are the glue that helps to bring students and schools together. For schools, it is important to gain parent support and involvement in assisting students in their educational growth. Schools must develop strategies to offer parents in establishing better support for students in their educational journey; however, in order for schools to help parents, there must be a plan in place. We learned at the start of this course that there are a variety of ways in which parents can be supportive of students in school. Far gone are the days when the only way that parents could show support was to help with homework. Although helping with homework is still vital, it is only a small example of the many strategies that parents can use to support the education of their children.
Think about the classroom today, beyond fundraisers and PTA meetings. What are some of ways in which your child's school has asked for your support or you have asked parents for support? How does this extend to using technology as a means of academic support? Consider the technology you use to communicate with your child’s teachers or with the parents of your students. Research shows a strong correlation between the achievement gap and home Internet accessibility (Empowering Parents, 2010). “If, as President Obama emphasizes, parents have a responsibility to be actively involved in their children’s education, they will need the technology tools and skills to do so effectively” (The Children’s Partnership, 2010, p. 7). Having regular communication with schools through email, blogs, and social media helps parents receive updates to their child’s performance and plan for what additional supports they might need for areas of need.
We have learned throughout the previous weeks of this course that classrooms throughout the U.S. have become increasingly diverse. Hjalmarson writes that, “when people are born into families with limited parenting skills, without some intervention or tr ...
Parents, Teachers, Schools, Communities
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.
Week 5 Journal Specific Needs and CultureUsing the Journal tab, .docx
Week 5 Journal Specific Needs and Culture
Using the Journal tab, respond to the following prompt:
Explain how a service learning project can fit into the specific needs and culture of your school or future a school in which you will be working.
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your journal entries.
INSTRUCTOR GUIDANCEWEEK FIVE
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
According to the National Education Association (NEA) President Dennis Roekel, "research and field-work show that parent-school partnerships improve schools, strengthen families, build community support, and increase student achievement and success" (Roekel, 2008, para. 5). Schools cannot work alone in getting students to improve learning.
There has to be a structured, strategic plan that includes other stakeholders. A variety of potential community groups such as police officers, firefighters, civil rights, and youth services organizations are great examples of resources that can be involved in the teaching and learning process. Consider the benefits of seeking out this type of community support? What are some of the first steps in garnering the support of these leaders within the community? Additionally, when students get involved with this strategic planning in developing community relationships through service learning projects, the outcomes prove positive for social growth and academic development. The benefits of service learning project can be seen in the Service Learning: You Can Make a Difference (Links to an external site.) one and half minute video.
The first step in establishing a successful partnership between schools and community is the initial planning phase. This sets the foundation by assessing the school’s needs, establishing goals and objectives, and developing a vision for the future. One of the key factors is getting those individuals involved who have a genuine interest and care about what happens to the schools within the community. Price (2008) explains that through the “community mobilization” process, schools engage the community to create a list of community priorities, resources, needs, and solutions that promote stakeholder accountability and positive student support. He believes that by "mobilizing the village" and having community meetings related to education, support for education can be garnered (Price, 2008, p. 90). The concern, however, is recruiting school and community volunteers who will spearhead these partnerships. Educators may not feel qualified to assume this role, or may not have enough time to add another responsibility to their already-full plate. Price suggest that the key to getting teachers involved in creating partnerships is by tapping into their professional interest in community-based efforts in improving student success.
A fully supportive community must include parental involvement ...
Recommended
Week 4 Assignment Developing RelationshipsCommunity relationship.docx
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 ...
Week 4 Discussion 2 Parent SupportSome parents may not know how .docx
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.
Week 4 Journal Encouraging Parent InvolvementUsing the Jo.docx
Week 4 Journal Encouraging Parent Involvement
Using the Journal tab, respond to the following prompt:
Reflect on the following ways you would like to encourage parent involvement: Positive news phone calls, post cards, emails, daily student notes, and parent-teacher conferences.
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 promoting parental involvement through the conventional ways. Roberts (2011) notes that a large number of economically-disadvantaged students come from diverse backgrounds. Therefore, as educators, there are times when more prescriptive strategies for assisting parents to become involved are needed. Hjalmarson (2011) discusses a variety of different strategies to help relieve some of the struggl ...
Week 1 Assignment Social Support EssaySocial support is an impor.docx
Week 1 Assignment Social Support Essay
Social support is an important concept in schools. Schools are not just charged with academic development, they are charged with aiding emotional and physical development as well. Social support systems aid in this development. As noted in your text (Hjalmarson,Chapter 2), this can be an important aspect of a successful school, such as “Los Pen.”
In a two- to five-page paper (not including the title and reference pages), describe the value of social support through addressing the following:
· Define the term Social Support and explain what relevant scholarly research states about it.
· Describe your personal experiences with social support systems as student and/or teacher.
· Discuss significance of social support in a school setting.
Be sure to include and reference at least three scholarly sources (not including your textbook) properly cited in APA style.
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.
INSTRUCTOR GUIDANCE
WEEK 1
INTRODUCTION
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
Welcome to EDU617: School, Family & Community Partnership. Each week before beginning your assignments and initial discussion board post, it is highly recommended that you review the Instructor Guidance, which serves to supplement the required and recommended readings, videos, and multimedia webpages for each week of material. The Instructor Guidance begins with a theoretical foundation of the weekly learning outcomes, progresses to authentic examples, and then concludes with guidance for the discussion board prompt and completing the weekly assignment. The Instructor Guidance can be used to support your discussion posts, responses, and other required assignments.
Figure 1. Encouragement makes a big difference for all kids. Reprinted from Morguefile, by Pippalou, 2013 http://mrg.bz/MDZTaM.
Copyright 2016 by Morguefile.
Begin this week by thinking about “how important is parent involvement in the teaching and learning process?” Then, take a look at the Harvard Family Research Project (2014), which has published articles and digests on their Family Involvement Research Digest website that address family involvement across all cultures, socioeconomic backgrounds, and grade levels. The overall theme of these studies show a correlation between family-school partnerships and positive student achievement. For example, highlights from African-American and Chinese-American Parent Involvement: The Importance of Race, Class, and Culture (Links to an external site.) indicate that, depending on their cultural background, parents had different levels of home-based involvement. It was recommended that teachers leverage these unique cultural differences to build stronger family and community connections. A summary of the research findings from another article point out that parental involvement serves as ...
DiscussionsStudents of Diverse BackgroundsThe Moore-Thomas, .docx
Discussions
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?
Parent Support
Some parents may not know how to support their children in school. These parents as children may have had an unsuccessful school experience where they felt frustrated and even ashamed of their personal educational outcomes. Understanding that these parents may not have the knowledge on how to navigate the educational system to the advantage of their children, identify what does Hjalmarston suggest? Do you agree with Hjalmarson’s characterization of the problem and her categorization of parents?
Journal
Encouraging Parent Involvement
Reflect on the following ways you would like to encourage parent involvement: Positive news phone calls, post cards, emails, daily student notes, and parent-teacher conferences.
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your journal entries.
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 .
Week 6 Discussion 2 Los PenProfile the kind of empirical evidenc.docx
Week 6 Discussion 2 Los Pen
Profile the kind of empirical evidence at Los Pen that supports the school’s transformation. Focus on quantitative data. Based on the statistical data gleaned from the readings what qualitative conclusions would you draw about the efficacy of the many aspects of differentiated parent support?
INSTRUCTOR GUIDANCE
WEEK FIVE
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
In Week Five, you read about the link between Maslow’s Hierarchy of Needs and parental involvement. When students do not have their basic needs met or do not feel safe in school, they are not fully prepared for academic instruction. “It is imperative that we proactively create a climate that will support all students learning” (Hjalmarson, 2011, p.135). Partnerships are all about connection. In this final week of the class, we will end our discussion about the need to develop partnerships among schools, families, and communities to support student success.
Parents are the glue that helps to bring students and schools together. For schools, it is important to gain parent support and involvement in assisting students in their educational growth. Schools must develop strategies to offer parents in establishing better support for students in their educational journey; however, in order for schools to help parents, there must be a plan in place. We learned at the start of this course that there are a variety of ways in which parents can be supportive of students in school. Far gone are the days when the only way that parents could show support was to help with homework. Although helping with homework is still vital, it is only a small example of the many strategies that parents can use to support the education of their children.
Think about the classroom today, beyond fundraisers and PTA meetings. What are some of ways in which your child's school has asked for your support or you have asked parents for support? How does this extend to using technology as a means of academic support? Consider the technology you use to communicate with your child’s teachers or with the parents of your students. Research shows a strong correlation between the achievement gap and home Internet accessibility (Empowering Parents, 2010). “If, as President Obama emphasizes, parents have a responsibility to be actively involved in their children’s education, they will need the technology tools and skills to do so effectively” (The Children’s Partnership, 2010, p. 7). Having regular communication with schools through email, blogs, and social media helps parents receive updates to their child’s performance and plan for what additional supports they might need for areas of need.
We have learned throughout the previous weeks of this course that classrooms throughout the U.S. have become increasingly diverse. Hjalmarson writes that, “when people are born into families with limited parenting skills, without some intervention or tr ...
Parents, Teachers, Schools, Communities
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.
Week 5 Journal Specific Needs and CultureUsing the Journal tab, .docx
Week 5 Journal Specific Needs and Culture
Using the Journal tab, respond to the following prompt:
Explain how a service learning project can fit into the specific needs and culture of your school or future a school in which you will be working.
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your journal entries.
INSTRUCTOR GUIDANCEWEEK FIVE
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
According to the National Education Association (NEA) President Dennis Roekel, "research and field-work show that parent-school partnerships improve schools, strengthen families, build community support, and increase student achievement and success" (Roekel, 2008, para. 5). Schools cannot work alone in getting students to improve learning.
There has to be a structured, strategic plan that includes other stakeholders. A variety of potential community groups such as police officers, firefighters, civil rights, and youth services organizations are great examples of resources that can be involved in the teaching and learning process. Consider the benefits of seeking out this type of community support? What are some of the first steps in garnering the support of these leaders within the community? Additionally, when students get involved with this strategic planning in developing community relationships through service learning projects, the outcomes prove positive for social growth and academic development. The benefits of service learning project can be seen in the Service Learning: You Can Make a Difference (Links to an external site.) one and half minute video.
The first step in establishing a successful partnership between schools and community is the initial planning phase. This sets the foundation by assessing the school’s needs, establishing goals and objectives, and developing a vision for the future. One of the key factors is getting those individuals involved who have a genuine interest and care about what happens to the schools within the community. Price (2008) explains that through the “community mobilization” process, schools engage the community to create a list of community priorities, resources, needs, and solutions that promote stakeholder accountability and positive student support. He believes that by "mobilizing the village" and having community meetings related to education, support for education can be garnered (Price, 2008, p. 90). The concern, however, is recruiting school and community volunteers who will spearhead these partnerships. Educators may not feel qualified to assume this role, or may not have enough time to add another responsibility to their already-full plate. Price suggest that the key to getting teachers involved in creating partnerships is by tapping into their professional interest in community-based efforts in improving student success.
A fully supportive community must include parental involvement ...
Shengyao Kang (Evan Kan)11102015EDUC 140 Dr. PotterCu.docx
Shengyao Kang (Evan Kan)
11/10/2015
EDUC 140: Dr. Potter
Culture in my fieldwork community and classroom
A. Students will acquire a deeper understanding of the culture of the community of their fieldwork site.
1. Research the school’s website and report on the demographics of the student population.
My filed work school is the Aspire Langston Hughes Academy, And I work in single subject math with the Mr.Chan. I research some information about the Aspire Langston Hughes Academy from school’s website.
• # of students with Free and Reduced Lunch
There are one information about free and reduced lunch, on the website I found it reduced 79%.
• Ethnic groups reported at the school
Ethnicity: Hispanic: 53% African-American: 26% Pacific Islander: 1% Asian-American: 7% Caucasian: 7%.
• ELs
Student Information: English learners: 5%
• Special education
Student Information: Special education within past two years: 8%
• Gender
Student Information: Total Students: 609 Female:316 (52%) Male:293 (48%)
• Other
Student Information:Reclassified as English proficient: 22% Eligible for free/reduced price lunch: 88%
2. Write a two-paragraph reflection about what you’ve learned about the culture of the community and the school.
With the progress of era, the development of the society, the establishment of market economy, internal quality and external quality is good or bad, will directly related to people's development and success in society, strengthen the civilized behavior nurturance education is not only we need to carry forward the traditional virtues, the physical and mental development of students.
Schools in the community culture are also an important factor of the school culture. Community influence school education culture in two ways: one is the community environment affect the students. Which school culture; the other is a community environment affect the choice of the school education measures, thus affecting students' achievement and behavior. Student community is composed of molecules, the community formed by the values influences them and behavior will bring people affect the nature of the school culture in school. Not only that, in the school as a community organization, its education policy, and education content, education style are vulnerable to the influence of community environment. In fact, the relationship between community and school is a kind of complicated relationships. Community, community structure and community to the size of the economic status and other factors may directly affect students' achievement and behavior.
3. Reflect on the findings from the school website in a two-paragraph statement.
From my research, I found the Hispanic students account for the school’s demographics 55%, it’s the most people in this school. And the school is the private school it teaching grades 6-12 students. I found something different between private school and public school. Such as System of different, Student management in a different w.
Building Partnership with the Community.ppt
The document discusses the importance of building partnerships between schools and their local communities. It provides objectives and activities for teachers to identify community resources and establish linkages. These include mapping community resources, norms, and practices that can help schools achieve goals. Quality education is a shared responsibility between schools and stakeholders like parents, organizations, and civic groups. The document offers tips for teachers to effectively coordinate with communities and enlist support through the PTA on issues like home visits, seminars, and two-way communication. [END SUMMARY]
Week 5 Discussion 2 Hierarchy of NeedsHjalmarson focuses on Masl.docx
Week 5 Discussion 2 Hierarchy of Needs
Hjalmarson focuses on Maslow’s Hierarchy of Needs Triangle to prioritize school outreach efforts. Why do you think it is important to concentrate on basic needs first? What is your experience with schools that understand the imperative to take care of basic needs as step one of any school to parent outreach program?
INSTRUCTOR GUIDANCEWEEK FIVE
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
According to the National Education Association (NEA) President Dennis Roekel, "research and field-work show that parent-school partnerships improve schools, strengthen families, build community support, and increase student achievement and success" (Roekel, 2008, para. 5). Schools cannot work alone in getting students to improve learning.
There has to be a structured, strategic plan that includes other stakeholders. A variety of potential community groups such as police officers, firefighters, civil rights, and youth services organizations are great examples of resources that can be involved in the teaching and learning process. Consider the benefits of seeking out this type of community support? What are some of the first steps in garnering the support of these leaders within the community? Additionally, when students get involved with this strategic planning in developing community relationships through service learning projects, the outcomes prove positive for social growth and academic development. The benefits of service learning project can be seen in the Service Learning: You Can Make a Difference (Links to an external site.) one and half minute video.
The first step in establishing a successful partnership between schools and community is the initial planning phase. This sets the foundation by assessing the school’s needs, establishing goals and objectives, and developing a vision for the future. One of the key factors is getting those individuals involved who have a genuine interest and care about what happens to the schools within the community. Price (2008) explains that through the “community mobilization” process, schools engage the community to create a list of community priorities, resources, needs, and solutions that promote stakeholder accountability and positive student support. He believes that by "mobilizing the village" and having community meetings related to education, support for education can be garnered (Price, 2008, p. 90). The concern, however, is recruiting school and community volunteers who will spearhead these partnerships. Educators may not feel qualified to assume this role, or may not have enough time to add another responsibility to their already-full plate. Price suggest that the key to getting teachers involved in creating partnerships is by tapping into their professional interest in community-based efforts in improving student success.
A fully supportive community must include parental involvement. The efforts previous ...
EDUCATIONAL PARTNERSHIP AND COMMUNITY DEVELOPMENT Ppt.pptx
This document discusses educational partnerships and community development. It defines key concepts like education, partnership, community and discusses different types of partnerships and communities in education. It outlines rationales for partnerships including shared expertise, mutual support and increased resources. The document also summarizes research on effective school, family and community partnership programs, including the six types of family involvement and challenges in implementing partnerships.
Diversity
The document discusses the importance of understanding family needs and cultural differences in early childhood programs. It recommends listening to families, learning about their emotional functioning and cultural backgrounds, and empowering and involving parents through a variety of activities and direct participation in their child's education. Meeting with families should focus on building trusting relationships through respectful communication and shared learning between teachers, families and researchers.
Discussion Schools, Peers, and Media Influences on Childhood Behavi.docx
Discussion: Schools, Peers, and Media Influences on Childhood Behavior and Beliefs
Schools, peers, and the media can impact a child's development. In schools, teachers play a role in encouraging academic success and student involvement. The characteristics of the school itself also can influence student involvement. For example, larger schools increase the sense of anonymity in students, and teachers are often hard-pressed to provide individualized instruction.
Peers aid in socialization, often through the act of play. Even young children begin to prefer to play with other children rather than play by themselves or with adults. Children often model their behaviors based on their peers. Peers can reinforce behaviors (which may be desirable or undesirable by caregivers or teachers), encourage socially appropriate behavior and attitudes, establish age-related values, and help children learn how to interact with others.
Although television and electronic media impact a child's development, keep in mind that they only provide the medium for delivery of the message. The medium itself is neither inherently good nor bad. However, the harmful effects of television content (e.g., violence can increase aggressive behavior in viewers; stereotyped portrayals of ethnic and minority groups can leave viewers with inaccurate beliefs about these groups) are more readily recalled than the beneficial influences of some content (e.g., programs such as
Sesame Street
teach basic cognitive and pro-social skills to their young viewers).
For this Discussion, you will examine social-development theories as they relate to the impact of schools, peers, and media.
To prepare for this Discussion:
Review this week’s Learning Resources and consider social-emotional development theories as they relate to the impact of schools, peers, and media.
Select a current event or news item about a child/children in which the impact of schools, peers, or media was integral.
By Day 4
Post a brief description of the event or news item you selected. Then conceptualize and explain this event within the framework of social-emotional development theories. Be sure to include references to the impact of schools, peers, and/or media specific to the event or item. Provide a reference to the current event or news item and a link, if possible. Use proper APA format and citations.
By Day 6
Respond to at least one of your colleagues’ posts and explain how diversity (e.g., culture, sexual orientation, gender beliefs) might impact individuals' responses to this event.
Return
to this Discussion in a few days to read the responses to your initial posting and answer any questions. Note what you have learned and/or any insights that you have gained as a result of your colleagues' comments.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 7 Discussion Rubric
Post by Day 4 and Respond by Day 6
.
Ch8
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.
Agencies of education
This document discusses various agencies of education including the family, school, community, state, peer group, reference group, and NGOs. It provides definitions and explanations of each agency. The family is described as the primary agent of education where children learn behavior patterns and develop intellectually and linguistically with help from parents. Schools are presented as institutions that help shape behaviors, develop skills for society, and promote civic values and national development through extracurricular activities. The community offers learning experiences and supports schools. The state establishes education policies, conducts exams, and oversees programs. Peer groups and reference groups influence beliefs and behaviors. NGOs work to empower communities and support education.
TextbookInformation Governance Concepts, Strategies and Best P.docx
Textbook:
Information Governance: Concepts, Strategies and Best Practices; 1st Edition; Robert F. Smallwood; Copyright © 2014 by John Wiley & Sons, Inc., Hoboken, New Jersey (ISBN 978-1-118-21830-3)
Q1. Week 3 Chapter 6 Forum Options Menu: Forum
Select and research one of the standards discussed in Chapter 6. Briefly address how this standard could be used to establish an Information Governance program within an organization (perhaps at the organization in which you work). Remember to respond to two other learners!
Q2.Week 3 Chapter 7 Discussion Options Menu: Forum
In chapter seven (7), we have learned from "The Path to Information Value" that seventy percent of managers and executives say data are “extremely important” for creating competitive advantage. In addition, it is implied by the authors that, “The key, of course, is knowing which data matter, who within a company needs them, and finding ways to get that data into users’ hands.” Looking at the Economist Intelligence Unit report, identify the three (3) phases that led to the Brooklyn Navy Yard's rebirth. Remember to respond to two other learners.
Capacity
Building Series
SECRETARIAT SPECIAL EDITION # 35
K 1 2 3 4 5 6 7 8 9 1 0 1 1 1 2
Some definitions ...
Diversity – The presence of a
wide range of human qualities and
attributes within a group, organization
or society.
Equity – A condition or state of fair,
inclusive and respectful treatment of
all people.
Inclusive Education – Education that
is based on the principles of acceptance
and inclusion of all students.
(Ontario’s Equity and Inclusive
Education Strategy, 2009)
November 2013
ISSN: 1913 8482 (Print)
ISSN: 1913 8490 (Online)
The Capacity Building Series is produced by the Student
Achievement Division to support leadership and instructional
effectiveness in Ontario schools. The series is posted at:
www.edu.gov.on.ca/eng/literacynumeracy/inspire/.
For information: [email protected]
support every child
reach every student
Culturally Responsive Pedagogy
Towards Equity and Inclusivity in
Ontario Schools
Ontario’s Equity and Inclusive Education Strategy (2009) provides a framework for
building an inclusive education system. The strategy identifies ways to remove
discriminatory biases and barriers to student achievement and well-being that relate
to ethnicity and race, faith, family structure and socio-economic status as well as
to sexual orientation, ability and mental health. To support implementation, Policy
Program Memorandum No. 119, released by the ministry in the spring of 2013,
requires all Ontario school boards to develop an equity and inclusive education policy.
The goal is nothing less than the provision of equitable learning opportunities for all
students in all Ontario schools.
This monograph emphasizes how crucial it is to acknowledge our students’ multiple
social identities and how they intersect with the world. It is designed to spark conversa.
ReferenceHardin, B. J., Wortham, S.C. (2015). Assessment in Ear.docx
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 ...
Activity I An activity on the critical path of a project was sche.docx
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.docx
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.
Issuing WarningsWrite a paper that identifies a disaster and dis
Issuing Warnings
Write a paper that identifies a disaster and discuss the various warning systems that could be used to notify the public and provide instructions.
Identify the strengths and weaknesses of each type of warning system.
Your well-written paper should be 3-4 pages in length and formatted
Collaborating With
Families 8
David Young-Wolff/Photographer’s Choice/Getty Images
Pre-Test
1. Once the enrollment process is complete,
communication between administrators and
families takes place only if there is a problem or
an emergency. T/F
2. Families may initially learn about a program
through a website, but need to visit the program
in person to make a decision about whether to
enroll. T/F
3. Administrators should let the teachers handle
all communication between school and family,
including the administrator in a conversation only
if there is a serious problem. T/F
4. Family support services, such as referrals to a
food pantry, should be offered at every parent
meeting. T/F
5. The specific words early childhood professionals
use to talk with families are not important as long
as they are spoken with warmth and kindness. T/F
Answers can be found at the end of the chapter.
Learning Objectives
After reading this chapter, you should be able to:
1. Explain how collaboration with families benefits children, families, and programs.
2. Identify strategies for successful collaboration with families, and explain the administrator’s role in implementing
the strategies.
3. Summarize the ways programs communicate with families during the enrollment process, and explain how these
experiences influence the quality of the relationships that follow after the child is enrolled.
4. List strategies for ongoing communication with currently enrolled families, both informal and formal.
5. Compare and contrast three models of parent participation: parent education, family support, and parent
involvement.
6. Explain the importance of staff training on the topic of working with families, and summarize the administrator’s
role in supporting professional development in this area.
7. Describe the unique challenges and stresses that parents of children with special needs face, and describe the
administrator’s role in ensuring that staff members develop collaborative relationships with this group of families.
8. Identify actions administrators can take to connect families to the community at large.
© 2019 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
CHAPTER 8Section 8.1 Why Working With Families Is So Important
It’s parent meeting night at the YMCA child care center. Since starting in the director job, Lindsay
has continued the system put in place by the former director: On the first Wednesday of each month
families are invited to stay at the center for a potluck dinner followed by a parent meeting. While the
parents meet, the children are entertained with an art project or mov ...
PART III Building Family–School Relationships to Maximize Student .docx
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 .docx
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.
JUST DUE THE JOURNAL FOR THISWEEK…Ashford 6 - Week 5 –DUE JAN.docx
JUST DUE THE JOURNAL FOR THIS
WEEK…
Ashford 6: - Week 5 –DUE JANURARY 9, 2017
Learning Outcomes
This week students will:
1. Analyze the informal curriculum of the family and home environment on young children’s development and learning.
2. Describe how organizations and agencies within a community provide learning opportunities for children and their families, both formally and informally.
3. Generate a list of community resources that support families with young children.
4. Develop strategies to support families in accessing community services, despite physical, economic and other obstacles.
5. Discuss the analysis of data and the impact of findings philosophy and approach to family and community engagement.
Introduction
Students will further explore the learning that occurs in the home and community (also known as the informal curriculum). This week’s discussions center on the impact of the informal curriculum on young children’s physical, cognitive, social and emotional development and learning.
Required Resources
Required Text
1. Scully P., Barbour, C., & Roberts-King, H. (2015). Families, schools, and communities: Building partnerships for educating children (6th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
· Chapter 8: Influences of the Home
· Chapter 9: Community Influences on Children's Development
Discussions
To participate in the following discussions, go to this week's Discussion link in the left navigation.
1. The Informal Curriculum
In the reading assignments this week, we have learned about the informal curriculum that occurs at home and in the community. The lessons children learn outside of school can have positive as well as negative impact. Read Chapter 8 and Chapter 9 of the required text.
Initial post (Due by day 3, Thursday)
Think back to your own childhood and describe at least two lessons you learned at home and two lessons you learned from your larger community/society.
· How did these informal lessons shape you as an adult? Looking back now, do you feel you learned more from school (formal curriculum) or from your family and community (informal curriculum)? Why?
· Connect your reflections to two outside resources, in addition to your text. Use APA 6th edition format for all citations.
Guided Response (Due by Day 7, the following Monday)
Review the posts of several classmates. Respond to at least two classmates by commenting on at least one ways that the text and course materials support your classmates’ reflections on informal and formal curriculum that they did not share in the original post. Respond thoughtfully by asking questions, comparing your own post to your classmates, or sharing new ideas or resources.
Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you (including the instructor) before the last day of the discussion. This will further the conversation w ...
006Child, Family, and Community Relationships Week 3We.docx
This document provides an overview of the learning objectives, resources, and assignments for Week 3 of a course on child, family, and community relationships. The key points are:
1) The learning objectives are to understand factors associated with high-quality childcare, cultural assimilation vs. pluralism, and the responsibilities of early childhood educators regarding children with disabilities and equitable interactions.
2) Required readings include chapters from a textbook on child socialization and ecology of nonparental care, schools, and teaching. Additional resources focus on child abuse prevention and intervention.
3) The assignment asks students to identify how organizations promote quality care, explain cultural assimilation vs. pluralism, and discuss educator responsibilities regarding disabilities and inclusion
Md4 assignpt1beckfordl
The document outlines several initiatives and resources that a school district provides to strengthen collaboration between families and schools. These include instructional sessions for parents to learn strategies to support their children's learning at home, as well as trainings for staff on effective family engagement practices. The district aims to build family capacity for involvement and eliminate barriers through these collaborative efforts.
Week 3 Discussion 1 PartnershipsDiscern what Hjalmarson (2011) m.docx
Week 3 Discussion 1 Partnerships
Discern what Hjalmarson (2011) means when she states, “Rather than expecting parents to adapt to us, we need to create a parent involvement system that meets parents’ diverse needs” (p. 45).
Do you recall, as a K-12 student, certain educators who provided leadership in partnership activities? Please give specific examples about those partnerships. Describe those partnerships. How did they impact your educational experience? Respond to at least two of your classmates’ posts.
INSTRUCTOR GUIDANCE
WEEK THREE
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
Over the past two weeks, you’ve read about the positive educational benefits of a family, community, and school partnership. Involvement from all stakeholders has been shown to help overcome learning obstacles both inside and outside the classroom (Blank, Jaobson, & Melaville, 2012; Peters, 2012). Begin Week Three by watching the two minute video
CNN: Why Parents Matter in Education (Links to an external site.), where correspondent Carl Azuz asks students about their perspective on parental involvement in education. While you’re watching this video, think about your own education, the education of your children, and the parents who are involved in the school where you are teaching. Can you relate to what these students are saying? Is this interview an accurate representation of your personal and/or professional experiences?
This week, you will read chapter five in your textbook which discusses some of the barriers of parental involvement in the areas of support, engagement, and participation. According to Hjalmarson (2011), placing parents in different tiers, and differentiating strategies related to the tiers, allows school members to be more successful in getting parents engaged. She believes that, like students, parents fall into categories depending on their individual needs. Once the categories are created, they can then be tailored with specific communication and engagement strategies for parent involvement success. Tier I, for example, is what she labels “the ideal parents.” Those who fall in this category are committed to being involved in their child’s education. They volunteer at school events, attend PTA meetings, and have open lines of communication. To what extent should parents who are involved in the Tier 1 category, take on the responsibility of getting other parents involved? What obstacles might they face if taking on this role?
Dr. Joyce Epstein, author of School, Family and Community Partnerships, designed a framework similar to the tier system to help educators create differentiated school-family-community programs. This one and a half minute video, Six Types of Parental Involvement and Practices (Links to an external site.), provides a brief summary for each type of involvement. The framework includes the following information in each category:
• A brief definition of the paren ...
GETTING PARENTS INVOLVED IN SCHOOLS
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.
Milestones Navigating Late Childhood to AdolescenceFrom the m.docx
Milestones: Navigating Late Childhood to Adolescence
From the movie, Lila, Eight to Thirteen in this week's materials, identify 2–3 developmental milestones Lila reaches, and assess whether or not you think she successfully navigates her way through them as she prepares for adolescence. Support your assertions with evidence from your text and this week's materials.
.
Migration and RefugeesMany immigrants in the region flee persecu.docx
Migration and Refugees
Many immigrants in the region flee persecution and then return after they are liberated. For example, 700,000 Jews were allowed to leave the former Soviet Union and enter Israel in the 1990s. There has also been a migration of Palestinian people. Discuss the following:
Why do you think that Israel is such an important place for the Jews?
What is the importance of the area to the Palestinians?
What do you think the impact would be on you and your families if you participated in such long-distance migration?
No references needed, need response within 3 hours!
.
More Related Content
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Shengyao Kang (Evan Kan)11102015EDUC 140 Dr. PotterCu.docx
Shengyao Kang (Evan Kan)
11/10/2015
EDUC 140: Dr. Potter
Culture in my fieldwork community and classroom
A. Students will acquire a deeper understanding of the culture of the community of their fieldwork site.
1. Research the school’s website and report on the demographics of the student population.
My filed work school is the Aspire Langston Hughes Academy, And I work in single subject math with the Mr.Chan. I research some information about the Aspire Langston Hughes Academy from school’s website.
• # of students with Free and Reduced Lunch
There are one information about free and reduced lunch, on the website I found it reduced 79%.
• Ethnic groups reported at the school
Ethnicity: Hispanic: 53% African-American: 26% Pacific Islander: 1% Asian-American: 7% Caucasian: 7%.
• ELs
Student Information: English learners: 5%
• Special education
Student Information: Special education within past two years: 8%
• Gender
Student Information: Total Students: 609 Female:316 (52%) Male:293 (48%)
• Other
Student Information:Reclassified as English proficient: 22% Eligible for free/reduced price lunch: 88%
2. Write a two-paragraph reflection about what you’ve learned about the culture of the community and the school.
With the progress of era, the development of the society, the establishment of market economy, internal quality and external quality is good or bad, will directly related to people's development and success in society, strengthen the civilized behavior nurturance education is not only we need to carry forward the traditional virtues, the physical and mental development of students.
Schools in the community culture are also an important factor of the school culture. Community influence school education culture in two ways: one is the community environment affect the students. Which school culture; the other is a community environment affect the choice of the school education measures, thus affecting students' achievement and behavior. Student community is composed of molecules, the community formed by the values influences them and behavior will bring people affect the nature of the school culture in school. Not only that, in the school as a community organization, its education policy, and education content, education style are vulnerable to the influence of community environment. In fact, the relationship between community and school is a kind of complicated relationships. Community, community structure and community to the size of the economic status and other factors may directly affect students' achievement and behavior.
3. Reflect on the findings from the school website in a two-paragraph statement.
From my research, I found the Hispanic students account for the school’s demographics 55%, it’s the most people in this school. And the school is the private school it teaching grades 6-12 students. I found something different between private school and public school. Such as System of different, Student management in a different w.
Building Partnership with the Community.ppt
The document discusses the importance of building partnerships between schools and their local communities. It provides objectives and activities for teachers to identify community resources and establish linkages. These include mapping community resources, norms, and practices that can help schools achieve goals. Quality education is a shared responsibility between schools and stakeholders like parents, organizations, and civic groups. The document offers tips for teachers to effectively coordinate with communities and enlist support through the PTA on issues like home visits, seminars, and two-way communication. [END SUMMARY]
Week 5 Discussion 2 Hierarchy of NeedsHjalmarson focuses on Masl.docx
Week 5 Discussion 2 Hierarchy of Needs
Hjalmarson focuses on Maslow’s Hierarchy of Needs Triangle to prioritize school outreach efforts. Why do you think it is important to concentrate on basic needs first? What is your experience with schools that understand the imperative to take care of basic needs as step one of any school to parent outreach program?
INSTRUCTOR GUIDANCEWEEK FIVE
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
According to the National Education Association (NEA) President Dennis Roekel, "research and field-work show that parent-school partnerships improve schools, strengthen families, build community support, and increase student achievement and success" (Roekel, 2008, para. 5). Schools cannot work alone in getting students to improve learning.
There has to be a structured, strategic plan that includes other stakeholders. A variety of potential community groups such as police officers, firefighters, civil rights, and youth services organizations are great examples of resources that can be involved in the teaching and learning process. Consider the benefits of seeking out this type of community support? What are some of the first steps in garnering the support of these leaders within the community? Additionally, when students get involved with this strategic planning in developing community relationships through service learning projects, the outcomes prove positive for social growth and academic development. The benefits of service learning project can be seen in the Service Learning: You Can Make a Difference (Links to an external site.) one and half minute video.
The first step in establishing a successful partnership between schools and community is the initial planning phase. This sets the foundation by assessing the school’s needs, establishing goals and objectives, and developing a vision for the future. One of the key factors is getting those individuals involved who have a genuine interest and care about what happens to the schools within the community. Price (2008) explains that through the “community mobilization” process, schools engage the community to create a list of community priorities, resources, needs, and solutions that promote stakeholder accountability and positive student support. He believes that by "mobilizing the village" and having community meetings related to education, support for education can be garnered (Price, 2008, p. 90). The concern, however, is recruiting school and community volunteers who will spearhead these partnerships. Educators may not feel qualified to assume this role, or may not have enough time to add another responsibility to their already-full plate. Price suggest that the key to getting teachers involved in creating partnerships is by tapping into their professional interest in community-based efforts in improving student success.
A fully supportive community must include parental involvement. The efforts previous ...
EDUCATIONAL PARTNERSHIP AND COMMUNITY DEVELOPMENT Ppt.pptx
This document discusses educational partnerships and community development. It defines key concepts like education, partnership, community and discusses different types of partnerships and communities in education. It outlines rationales for partnerships including shared expertise, mutual support and increased resources. The document also summarizes research on effective school, family and community partnership programs, including the six types of family involvement and challenges in implementing partnerships.
Diversity
The document discusses the importance of understanding family needs and cultural differences in early childhood programs. It recommends listening to families, learning about their emotional functioning and cultural backgrounds, and empowering and involving parents through a variety of activities and direct participation in their child's education. Meeting with families should focus on building trusting relationships through respectful communication and shared learning between teachers, families and researchers.
Discussion Schools, Peers, and Media Influences on Childhood Behavi.docx
Discussion: Schools, Peers, and Media Influences on Childhood Behavior and Beliefs
Schools, peers, and the media can impact a child's development. In schools, teachers play a role in encouraging academic success and student involvement. The characteristics of the school itself also can influence student involvement. For example, larger schools increase the sense of anonymity in students, and teachers are often hard-pressed to provide individualized instruction.
Peers aid in socialization, often through the act of play. Even young children begin to prefer to play with other children rather than play by themselves or with adults. Children often model their behaviors based on their peers. Peers can reinforce behaviors (which may be desirable or undesirable by caregivers or teachers), encourage socially appropriate behavior and attitudes, establish age-related values, and help children learn how to interact with others.
Although television and electronic media impact a child's development, keep in mind that they only provide the medium for delivery of the message. The medium itself is neither inherently good nor bad. However, the harmful effects of television content (e.g., violence can increase aggressive behavior in viewers; stereotyped portrayals of ethnic and minority groups can leave viewers with inaccurate beliefs about these groups) are more readily recalled than the beneficial influences of some content (e.g., programs such as
Sesame Street
teach basic cognitive and pro-social skills to their young viewers).
For this Discussion, you will examine social-development theories as they relate to the impact of schools, peers, and media.
To prepare for this Discussion:
Review this week’s Learning Resources and consider social-emotional development theories as they relate to the impact of schools, peers, and media.
Select a current event or news item about a child/children in which the impact of schools, peers, or media was integral.
By Day 4
Post a brief description of the event or news item you selected. Then conceptualize and explain this event within the framework of social-emotional development theories. Be sure to include references to the impact of schools, peers, and/or media specific to the event or item. Provide a reference to the current event or news item and a link, if possible. Use proper APA format and citations.
By Day 6
Respond to at least one of your colleagues’ posts and explain how diversity (e.g., culture, sexual orientation, gender beliefs) might impact individuals' responses to this event.
Return
to this Discussion in a few days to read the responses to your initial posting and answer any questions. Note what you have learned and/or any insights that you have gained as a result of your colleagues' comments.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 7 Discussion Rubric
Post by Day 4 and Respond by Day 6
.
Ch8
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.
Agencies of education
This document discusses various agencies of education including the family, school, community, state, peer group, reference group, and NGOs. It provides definitions and explanations of each agency. The family is described as the primary agent of education where children learn behavior patterns and develop intellectually and linguistically with help from parents. Schools are presented as institutions that help shape behaviors, develop skills for society, and promote civic values and national development through extracurricular activities. The community offers learning experiences and supports schools. The state establishes education policies, conducts exams, and oversees programs. Peer groups and reference groups influence beliefs and behaviors. NGOs work to empower communities and support education.
TextbookInformation Governance Concepts, Strategies and Best P.docx
Textbook:
Information Governance: Concepts, Strategies and Best Practices; 1st Edition; Robert F. Smallwood; Copyright © 2014 by John Wiley & Sons, Inc., Hoboken, New Jersey (ISBN 978-1-118-21830-3)
Q1. Week 3 Chapter 6 Forum Options Menu: Forum
Select and research one of the standards discussed in Chapter 6. Briefly address how this standard could be used to establish an Information Governance program within an organization (perhaps at the organization in which you work). Remember to respond to two other learners!
Q2.Week 3 Chapter 7 Discussion Options Menu: Forum
In chapter seven (7), we have learned from "The Path to Information Value" that seventy percent of managers and executives say data are “extremely important” for creating competitive advantage. In addition, it is implied by the authors that, “The key, of course, is knowing which data matter, who within a company needs them, and finding ways to get that data into users’ hands.” Looking at the Economist Intelligence Unit report, identify the three (3) phases that led to the Brooklyn Navy Yard's rebirth. Remember to respond to two other learners.
Capacity
Building Series
SECRETARIAT SPECIAL EDITION # 35
K 1 2 3 4 5 6 7 8 9 1 0 1 1 1 2
Some definitions ...
Diversity – The presence of a
wide range of human qualities and
attributes within a group, organization
or society.
Equity – A condition or state of fair,
inclusive and respectful treatment of
all people.
Inclusive Education – Education that
is based on the principles of acceptance
and inclusion of all students.
(Ontario’s Equity and Inclusive
Education Strategy, 2009)
November 2013
ISSN: 1913 8482 (Print)
ISSN: 1913 8490 (Online)
The Capacity Building Series is produced by the Student
Achievement Division to support leadership and instructional
effectiveness in Ontario schools. The series is posted at:
www.edu.gov.on.ca/eng/literacynumeracy/inspire/.
For information: [email protected]
support every child
reach every student
Culturally Responsive Pedagogy
Towards Equity and Inclusivity in
Ontario Schools
Ontario’s Equity and Inclusive Education Strategy (2009) provides a framework for
building an inclusive education system. The strategy identifies ways to remove
discriminatory biases and barriers to student achievement and well-being that relate
to ethnicity and race, faith, family structure and socio-economic status as well as
to sexual orientation, ability and mental health. To support implementation, Policy
Program Memorandum No. 119, released by the ministry in the spring of 2013,
requires all Ontario school boards to develop an equity and inclusive education policy.
The goal is nothing less than the provision of equitable learning opportunities for all
students in all Ontario schools.
This monograph emphasizes how crucial it is to acknowledge our students’ multiple
social identities and how they intersect with the world. It is designed to spark conversa.
ReferenceHardin, B. J., Wortham, S.C. (2015). Assessment in Ear.docx
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 ...
Activity I An activity on the critical path of a project was sche.docx
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.docx
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.
Issuing WarningsWrite a paper that identifies a disaster and dis
Issuing Warnings
Write a paper that identifies a disaster and discuss the various warning systems that could be used to notify the public and provide instructions.
Identify the strengths and weaknesses of each type of warning system.
Your well-written paper should be 3-4 pages in length and formatted
Collaborating With
Families 8
David Young-Wolff/Photographer’s Choice/Getty Images
Pre-Test
1. Once the enrollment process is complete,
communication between administrators and
families takes place only if there is a problem or
an emergency. T/F
2. Families may initially learn about a program
through a website, but need to visit the program
in person to make a decision about whether to
enroll. T/F
3. Administrators should let the teachers handle
all communication between school and family,
including the administrator in a conversation only
if there is a serious problem. T/F
4. Family support services, such as referrals to a
food pantry, should be offered at every parent
meeting. T/F
5. The specific words early childhood professionals
use to talk with families are not important as long
as they are spoken with warmth and kindness. T/F
Answers can be found at the end of the chapter.
Learning Objectives
After reading this chapter, you should be able to:
1. Explain how collaboration with families benefits children, families, and programs.
2. Identify strategies for successful collaboration with families, and explain the administrator’s role in implementing
the strategies.
3. Summarize the ways programs communicate with families during the enrollment process, and explain how these
experiences influence the quality of the relationships that follow after the child is enrolled.
4. List strategies for ongoing communication with currently enrolled families, both informal and formal.
5. Compare and contrast three models of parent participation: parent education, family support, and parent
involvement.
6. Explain the importance of staff training on the topic of working with families, and summarize the administrator’s
role in supporting professional development in this area.
7. Describe the unique challenges and stresses that parents of children with special needs face, and describe the
administrator’s role in ensuring that staff members develop collaborative relationships with this group of families.
8. Identify actions administrators can take to connect families to the community at large.
© 2019 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
CHAPTER 8Section 8.1 Why Working With Families Is So Important
It’s parent meeting night at the YMCA child care center. Since starting in the director job, Lindsay
has continued the system put in place by the former director: On the first Wednesday of each month
families are invited to stay at the center for a potluck dinner followed by a parent meeting. While the
parents meet, the children are entertained with an art project or mov ...
PART III Building Family–School Relationships to Maximize Student .docx
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 .docx
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.
JUST DUE THE JOURNAL FOR THISWEEK…Ashford 6 - Week 5 –DUE JAN.docx
JUST DUE THE JOURNAL FOR THIS
WEEK…
Ashford 6: - Week 5 –DUE JANURARY 9, 2017
Learning Outcomes
This week students will:
1. Analyze the informal curriculum of the family and home environment on young children’s development and learning.
2. Describe how organizations and agencies within a community provide learning opportunities for children and their families, both formally and informally.
3. Generate a list of community resources that support families with young children.
4. Develop strategies to support families in accessing community services, despite physical, economic and other obstacles.
5. Discuss the analysis of data and the impact of findings philosophy and approach to family and community engagement.
Introduction
Students will further explore the learning that occurs in the home and community (also known as the informal curriculum). This week’s discussions center on the impact of the informal curriculum on young children’s physical, cognitive, social and emotional development and learning.
Required Resources
Required Text
1. Scully P., Barbour, C., & Roberts-King, H. (2015). Families, schools, and communities: Building partnerships for educating children (6th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
· Chapter 8: Influences of the Home
· Chapter 9: Community Influences on Children's Development
Discussions
To participate in the following discussions, go to this week's Discussion link in the left navigation.
1. The Informal Curriculum
In the reading assignments this week, we have learned about the informal curriculum that occurs at home and in the community. The lessons children learn outside of school can have positive as well as negative impact. Read Chapter 8 and Chapter 9 of the required text.
Initial post (Due by day 3, Thursday)
Think back to your own childhood and describe at least two lessons you learned at home and two lessons you learned from your larger community/society.
· How did these informal lessons shape you as an adult? Looking back now, do you feel you learned more from school (formal curriculum) or from your family and community (informal curriculum)? Why?
· Connect your reflections to two outside resources, in addition to your text. Use APA 6th edition format for all citations.
Guided Response (Due by Day 7, the following Monday)
Review the posts of several classmates. Respond to at least two classmates by commenting on at least one ways that the text and course materials support your classmates’ reflections on informal and formal curriculum that they did not share in the original post. Respond thoughtfully by asking questions, comparing your own post to your classmates, or sharing new ideas or resources.
Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you (including the instructor) before the last day of the discussion. This will further the conversation w ...
006Child, Family, and Community Relationships Week 3We.docx
This document provides an overview of the learning objectives, resources, and assignments for Week 3 of a course on child, family, and community relationships. The key points are:
1) The learning objectives are to understand factors associated with high-quality childcare, cultural assimilation vs. pluralism, and the responsibilities of early childhood educators regarding children with disabilities and equitable interactions.
2) Required readings include chapters from a textbook on child socialization and ecology of nonparental care, schools, and teaching. Additional resources focus on child abuse prevention and intervention.
3) The assignment asks students to identify how organizations promote quality care, explain cultural assimilation vs. pluralism, and discuss educator responsibilities regarding disabilities and inclusion
Md4 assignpt1beckfordl
The document outlines several initiatives and resources that a school district provides to strengthen collaboration between families and schools. These include instructional sessions for parents to learn strategies to support their children's learning at home, as well as trainings for staff on effective family engagement practices. The district aims to build family capacity for involvement and eliminate barriers through these collaborative efforts.
Week 3 Discussion 1 PartnershipsDiscern what Hjalmarson (2011) m.docx
Week 3 Discussion 1 Partnerships
Discern what Hjalmarson (2011) means when she states, “Rather than expecting parents to adapt to us, we need to create a parent involvement system that meets parents’ diverse needs” (p. 45).
Do you recall, as a K-12 student, certain educators who provided leadership in partnership activities? Please give specific examples about those partnerships. Describe those partnerships. How did they impact your educational experience? Respond to at least two of your classmates’ posts.
INSTRUCTOR GUIDANCE
WEEK THREE
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
Over the past two weeks, you’ve read about the positive educational benefits of a family, community, and school partnership. Involvement from all stakeholders has been shown to help overcome learning obstacles both inside and outside the classroom (Blank, Jaobson, & Melaville, 2012; Peters, 2012). Begin Week Three by watching the two minute video
CNN: Why Parents Matter in Education (Links to an external site.), where correspondent Carl Azuz asks students about their perspective on parental involvement in education. While you’re watching this video, think about your own education, the education of your children, and the parents who are involved in the school where you are teaching. Can you relate to what these students are saying? Is this interview an accurate representation of your personal and/or professional experiences?
This week, you will read chapter five in your textbook which discusses some of the barriers of parental involvement in the areas of support, engagement, and participation. According to Hjalmarson (2011), placing parents in different tiers, and differentiating strategies related to the tiers, allows school members to be more successful in getting parents engaged. She believes that, like students, parents fall into categories depending on their individual needs. Once the categories are created, they can then be tailored with specific communication and engagement strategies for parent involvement success. Tier I, for example, is what she labels “the ideal parents.” Those who fall in this category are committed to being involved in their child’s education. They volunteer at school events, attend PTA meetings, and have open lines of communication. To what extent should parents who are involved in the Tier 1 category, take on the responsibility of getting other parents involved? What obstacles might they face if taking on this role?
Dr. Joyce Epstein, author of School, Family and Community Partnerships, designed a framework similar to the tier system to help educators create differentiated school-family-community programs. This one and a half minute video, Six Types of Parental Involvement and Practices (Links to an external site.), provides a brief summary for each type of involvement. The framework includes the following information in each category:
• A brief definition of the paren ...
GETTING PARENTS INVOLVED IN SCHOOLS
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.
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Wk 2 – Apply: Organizational AnalysisInstructions
Complete the worksheet based on your chosen organization. Use Business Source Complete and your selected company’s website, annual report, and other available sources. Part 1: Organization Information
Organization
Define your chosen company and its industry.
Mission and Vision
Identify the mission and vision of the organization.
Mission
Vision
Organizational Initiatives
Outline 1-2 major initiative for this organization. What are they currently doing to support these initiatives?
Organizational Plans
Describe the plans employed by the organization. Determine which types of managers create each type of plan.
Type of Plan
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SWOT Analysis
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Internal Factors
External Factors
Part 2: Evaluation
Evaluate if the mission, vision, planning process, and SWOT analysis meets the current needs of the organization. Include the following in your evaluation:
· Describe the unmet need, (not limited to product or service, can be new demographic, new mode of delivery, etc.).
· Analyze your competitive advantages.
· Based upon the SWOT analysis, is there another business that is doing something similar that can be referred to? Provide examples.
· If there is not another business, describe how what you’re doing is a unique product or service offering.
· Propose a competitive business initiative to address the unmet need.
· Create a high-level timeline and operational steps necessary to implement your solution. References
Include a link to theSWOT analysis.
Copyright 2020 by University of Phoenix. All rights reserved.
Copyright 2020 by University of Phoenix. All rights reserved.
COUN 6785: Social Change in Action:
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Exceeds
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Content, Research, and Analysis
21-25 Points 16-20 Points 11-15 Points 6-10 Points
Requirements Exceeds
Expectation -
Includes all of the
required
components as
specified in the
assignment.
Meets Expectation-
Includes most of
the required
components as
specified in the
assignment.
Below Expectation-
Includes some of
the required
components as
specified in the
assignment.
Limited Evidence -
Includes few of the
required
components as
specified in the
assignment.
21-25 Points 16-20 Points 11-15 Points 6-10 Points
Content Exceeds
Expectation -
Demonstrates
substantial and
extensive
knowledge of the
materials, with no
errors or major
omissions.
Meets Expectation-
Demonstrates
adequate
knowledge of the
materials; may
include some
minor errors or
omissions.
Below Expectation-
Demonstrates fair
knowledge of the
materials and/or
includes some
major errors or
omissions.
Limited Evidence -
Fails to
demonstrate
knowledge of the
materials and/or
includes many
major errors or
omissions.
25-30 Points 19-24 Points 13-18 Points 7-12 Points
Analysis Exceeds
Expectation -
Provides strong
thought, insight,
and analysis of
performance
management
system, concepts
and applications.
Meets Expectation-
Provides adequate
thought, insight,
and analysis of
performance
management
system, concepts
and applications.
Below Expectation-
Provides poor
thought, insight,
and analysis of
performance
management
system, concepts
and applications.
Limited Evidence -
Provides little or no
thought, insight,
and analysis of
performance
management
system, concepts
and applications.
13-15 Points 10-12 Points 7-9 Points 4-6 Points
Sources Exceeds
Expectation -
Sources go above
and beyond
required criteria,
and are well
chosen to provide
effective
substance and
perspectives on
the issue under
examination.
Meets Expectation-
Sources meet
required criteria
and are adequately
chosen to provide
substance and
perspectives on the
issue under
examination.
Below Expectation-
Sources meet
required criteria,
but are poorly
chosen to provide
substance and
perspectives on the
issue under
examination.
Limited Evidence -
Source selection
and integration of
knowledge from
the course is
clearly deficient.
Mechanics and Writing
5 Points 4 Points 3 Points 1-2 Points
Demonstrates Exceeds Meets Expectation- Below Expectation- Limited Evidence -
MGT520
Critical Thinking Writing Rubric - Module 10
college-level
proficiency in
organization,
grammar and
style.
Expectation -
Project is clearly
organized, well
written, and in
proper format as
outlined in the
assignment. Strong
sentence and
paragraph
structure; contains
no errors in
grammar, spelling,
APA style, or APA
citations and
references..
Midterm PaperThe Midterm Paper is worth 100 points. It will .docx
Midterm Paper
The Midterm Paper is worth 100 points. It will consist of a 500 word written description and analysis of a work of art using terminology from Chapters 2-5.
For this assignment, you are to discuss the form, content, and subject matter of a work of art chosen from the list provided. This is an exercise in recognizing visual elements and principles of design in works of art and demonstrating an understanding of how they relate to each other to create meaning. This paper is about looking and seeing. This is not a research paper; you will not need to do additional research. Please follow the outline provided below.
First: Select a work of art
Select one of the following listed works of art:
Circle of Diego Quispe Tito.
The Virgin of Carmel Saving Souls in Purgatory
. Late 17th century. Fig. 1.22, pg. 17.
Henri Matisse.
Large Reclining Nude
. 1935. Fig. 4.24, pg. 85.
Faith Ringgold.
Tar Beach
. 1988. Fig. 13.18, pg. 219.
Henry Ossawa Tanner.
The Banjo Lesson
. 1893. Fig. 21.15, pg. 373
Andy Warhol.
Marilyn Diptych
. 1962. Fig. 24.23, pg. 447.
Format
Describe the use of each visual element and principle of design in the order they are listed in the outline. You can simply list each term and address how it is used in the painting. If you write in paragraph form be sure to identify each term clearly. Any term not addressed will receive 0 points. Provide specific examples. For example, don’t just say “there are lines,” give specific examples of how line is used in the piece you’ve selected.
Papers should be 500 words minimum (not including images), double-spaced, 10 or 12 point, with 1" margins. The preferred format is Microsoft Word (.doc or .docx). If these formats are not available, other acceptable formats are ASCII (.txt), rich text format (.rtf), Open Office (.odt), and PDF. Make sure you proofread your papers for incorrect grammar, spelling, punctuation, and other errors.
The Midterm Paper is due at 11:59 pm CT Sunday of Week 4.
Midterm Paper Outline
Introduction (First Paragraph)
In the first paragraph, called the introduction, you will include:
An identification of the work of art you selected: The name of the artist, title (which is underlined or italicized every time you use the title in your paper), date, and medium.
Your initial interpretation of the subject based on your initial observations.
Description
Describe how each of the following is used in the piece you selected.
Visual Elements
:
Line: what types of lines do you see in the piece? Provide examples.
Shape: what types of shapes do you see? Provide examples.
Mass: How is mass implied?
Space: How is the illusion of space created in the piece?
Time and Motion: Are time and motion evident in tis piece? How so?
Light: How is light used here?
Color: How does the artist use color?
Texture: How does the artist create the illusion of texture, or incorporate actual texture
Principles of Design
Unity and Variety: In what way is this pi.
Miami Florida is considered ground zero for climate change, in parti.docx
Miami Florida is considered ground zero for climate change, in particular rising seas will not only drown coastal sections of the city but will disrupt our local supply of drinking water.
Based on what you have learned so far from this class, discuss the following:
Explain where the drinking water from South Florida primarily comes from and why would rising sea levels disrupt this supply?
What efforts can be made and are being made to mitigate the effects of rising seas on our drinking water?
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MGT230 v6Nordstrom Case Study AnalysisMGT230 v6Page 2 of 2.docx
MGT/230 v6
Nordstrom Case Study Analysis
MGT/230 v6
Page 2 of 2
Nordstrom Case Study Analysis
Nordstrom—“High Touch” with “High Tech”
How does Nordstrom stay profitable despite dips in consumer spending, changing fashion trends, and intense competition among retailers? One answer: Acute attention to detail and well-laid plans.
All in the Family
The fourth generation of family members that runs Nordstrom has brought the store’s time-honored and successful retail practices into a new era. “Nordstrom, it seems, is that rarity in American business: an enterprise run by a founding family that hasn’t wrecked it,” says one business writer. The company provides a quality customer experience via personalized service, a compelling merchandise offering, a pleasant shopping environment, and increasingly better management of its inventory.
Secret of Success
The secret of this company’s success lies in its strategic planning efforts and the ability of its management team to set broad, comprehensive, and longer-term action directions, all of which are focused on the customer experience. The current generation of Nordstrom family members was quick to spearhead an ultramodern multimillion-dollar, Web-based inventory management system. This upgrade helped the company meet two key goals: (1) correlate purchasing with demand to keep inventory as lean as possible, and (2) give customers and sales associates a comprehensive view of Nordstrom’s entire inventory, including every store and warehouse.
Demand Planning
Instead of relying on one-day sales, coupon blitzes, or marking down entire lines of product, Nordstrom discounts only certain items. “Markdown optimization” software assists in planning more profitable sale prices. According to retail analyst, Patricia Edwards, this helps Nordstrom calculate what will sell better at different discounts and forecast which single items should be marked down. If a style is no longer in demand, the company can ship it off to its Nordstrom Rack outlet stores. It’s all part of Nordstrom’s long-term investment in efficiency. “If we can identify what is not performing and move it out to bring in fresh merchandise,” says Pete Nordstrom, “that’s a decision we want to make.”
Inventory Planning
Although inventory naturally fluctuates, Nordstrom associates can easily locate any item in another store or verify when it will return to stock. Customers on their smart phones and associates behind sales counters see the same thing—the entire inventory of Nordstrom’s stores is presented as one selection, which the company refers to as perpetual inventory. “Customer service is not just a friendly, helpful, knowledgeable salesperson helping you buy something,” says Robert Spector, retail expert and author of The Nordstrom Way. “Part of customer service is having the right item at the right size at the right price at the right time. And that’s something perpetual inventory will help with.”
The upgraded inventory management system was an .
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- 4. the suggestions would bring. Please review the discussion board rubric prior to your initial post to ensure you are fully meeting each of the set criteria to earn full credit. Your initial post should include relevant professional, personal, or other real-world experiences in a manner that is rich in thought and provides valuable insight into the topic. Additionally, all elements of the discussion board prompt should be thoroughly addressed with strong and precise connections to previous and/or current course content, or to real-life situations. When substantively replying to your peers’ post, be sure to provide a thorough and constructive analysis relating the response to relevant course concepts that incorporates pertinent follow-up thoughts or questions about the topic, and demonstrates respect for the diverse opinions of fellow learners. Week 4 Assignment Guidance You have probably heard of the adage, “it takes a village to raise a child.” Schools are often at the center of community activity and can be a significant source of pride to a community; therefore, creating and sustaining this positive relationship is part of every educator’s work. Part of establishing positive community relationships is “getting the message out” about the good things the school is doing in/for the community. To begin this assignment, think about Joseph Dulin. How did he spread the idea of National African American Parent Involvement Day (NAAPID) that is still going strong after 18 years? For the Week 4 assignment, Developing Relationships, you will assume the role of a teacher who has been invited to speak for 10-15 minutes to a community group of 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. Make sure to use the grading rubric as a self-checklist before submitting the final copy of your assignment to confirm
- 5. you have met or exceeded each required expectation. The highest level of achievement on the rubric is “distinguished,” which is only earned through exceeding posted expectations at the proficiency level. Please remember you are in a masters- level program. Therefore, your writing, research, and content are held to graduate-level expectations. References and Resources African-American Registry. (2010, February 10). NAAPID: A day for family bonding (Links to an external site.). Retrieved from http://www.aaregistry.org/historic_events/view/naapid- day-family-bonding Cavanaugh, T. (2016). NAAPID founder, retired AAPS educator Joe Dulin: ‘It starts with you’. (Links to an external site.) Retrieved from http://news.a2schools.org/naapid-founder- retired-aaps-educator-joe-dulin-it-starts-with-you/ Diannehope. (2016). IMG_9379 (Links to an external site.) [photograph]. Retrieved from http://www.morguefile.com/archive/display/996837 Knowledge Delivery Systems. (2012, December 6). Becoming a culturally responsive teacher. (Links to an external site.) Retrieved from https://www.youtube.com/watch?feature=player_embedded&v=u V36efjBKRU Hjalmarson, F. (2011). Differentiated parent support: Engaging parents in unique ways to increase their involvement in school. San Diego, CA: TurnAround Schools Publishing. Price, H. B. (2008). Mobilizing the community to help students succeed. Alexandra, VA: Association for Supervision and Curriculum Development. Roberts, S. O. (2011). Reconsidering parent involvement: Implications for black parents (Links to an external site.). Online Publication of Undergraduate Studies. NYU Steinhardt. Retrieved from: http://steinhardt.nyu.edu/appsych/opus/issues/2011/fall/reconsid ering.
- 6. Required Resources 1. Read from your text, Differentiated Parent Support: Engaging Parents in Unique Ways to Increase Their Involvement in School: · Chapter Seven – Tier Two: The Inconsistent Parent · Chapter Eight – Tier Three: The Struggling Parent 2. Moore-Thomas, C., & Day-Vines, N. L. (2010). Culturally Competent Collaboration: School Counselor Collaboration with African American Families and Communities. Professional School Counseling, 14(1), 53-63. Retrieved from EBSCOhost. · Research indicates positive educational and social outcomes for students (Koonce & Harper, 2005; Mitchell & Bryan, 2007). This article discusses the historical and contemporary factors and barriers that affect African American students and their families as they partner with schools and communities. Recommended Resources 1. Adichie, Chimamanda. (2009). The Danger of a Single Story (Links to an external site.). Retrieved from http://www.youtube.com/watch?v=D9Ihs241zeg 1. Chimamanda Adichie talks about the danger of only knowing or having one story and how stereotypes often form because of this single-story mindset. · Davis, C. & Yang, A. (2009). Keeping in Touch with Families All Year Long. Education Digest, 75(1), 61-64. Retrieved from EBSCOhost. 1. The article discusses the practice of teachers keeping in regular touch with students' parents rather than limiting contact to occasions when problems arise. Reasons for initiating regular contact include giving families information so they can be partners in their child's education and forming the trust required for collaborative problem-solving when needed.