Chapter 9: Parent and Community Partnerships
9.5- core content: collaborating with specialists- communicating successfully.
active listening in conflict resolution skills, for example, are important for successful communication. Messages should be unambiguous and on point, without judgment.
Competency 9.5- core content: developing Community Partnerships
apply knowledge of how to collaborate effectively with Specialists and others in the school Community to meet student needs and enhance student learning: important to this competency...
competency 9.1- school family partnerships
apply knowledge of strategies for developing Partnerships with families to support student learning and for encouraging and facilitating the involvement of parents/Guardians in their children's education...
exercise 9.5: methods of communication and collaboration- #1- the teacher in the video emphasizes the importance of regular communication between collaborative team members. he Relies heavily on email. What are some advantages of written communication such as email?
as one means of communication between collaborative team members, email has a number of advantages. It can be used for everything from Quick housekeeping questions to more detailed or serious issues. Some people feel they can be more honest in an email then they could be over the phone or in person. Email is more time efficient than phone calls. It can be done at any time, including late at night, it's quick, and it's not disruptive to the classroom. In addition, email creates a record of the communication, which can help in avoiding confusion.
9.4- building relationships with other school staff
building relationships with other school staff (e. G., School secretary, cafeteria workers) also requires that teachers recognize the roles of the staff members. successful relationships develop on teachers respect the skills and responsibilities for each staff member, work cooperatively on shared goals, and communicate openly.
Figure 9.4: Factors that Affect Successful Interagency Collaborations
collaboration is a challenging Endeavor when professionals from within the same organization work together. It can become even more daunting when it involves several agencies. A study by Johnson and his colleagues (2003) examined public and private Interagency collaborations and delineated 7 factors related to successful collaborations. They also offered suggestions for strengthening these factors: •committment •communication •strong leadership from key decision makers •understanding the culture of collaborating agencies •providing adequate resources for collaboration • minimizing Turf issues •engaging in serious pre-planning
9.5- core content: collaborating with specialists- establishing rapport.
collaborative relationships are most effective when the participants feel comfortable working together, understand each other's style, and share mutual respect. All participants should feel that they have equal status.
Figure 9.4: Factors that Affect Successful Interagency Collaborations - providing adequate resources for collaboration
considered fundamental to supporting individuals who work to establish and maintain an interagency collaboration. Suggestions emphasized the need to provide time and additional resources, even if it required finding additional funding, so that the challenges of collaboration we're not an add-on onto an already full professional workload.
competency 9.4- core content: teachers as part of the Academic Community- collaborative relationships
demonstrate knowledge of effective methods for establishing and maintaining supportive, collaborative relationships with professional colleagues in given School contexts...
competency 9.6 - developing Community Partnerships
demonstrate knowledge of how to develop Partnerships with individuals, businesses, and institutions in the community and how to use Community Resources to expand and enrich student learning: important to this competency is an understanding of the types of collaborative relationships that can be built within the community and strategies for doing so effectively.
competency 9.2- core content: communicating with families
demonstrate knowledge of the importance of school-home communication, factors that facilitate or impede communication, and methods of initiating and maintaining effective communication with all students' families...
#72- a science teacher arranges for students to tour various local businesses and other organizations each year. Past tours have included a Community Medical Center, a plant nursery, and the nearby Observatory and weather monitoring station. Which of the following is likely to be the primary benefit of the teacher's approach?
demonstrating for students real-world applications of their academic learning. competency 9, this question requires the examinee to demonstrate knowledge of how to develop Partnerships with individuals, businesses, and institutions in the community and how to use Community Resources to expand and enrich student learning. with no relevance to the world outside of school, the failure to recognize connections between school work in other aspects of Life tends to reduce student interest and motivation to learn.
#70- seventh grade teachers are collaborating with fifth grade teachers from a nearby Elementary School to create a student mentoring program. The teachers can best promote the success of this collaboration by taking which of the following steps first?
developing a set of shared goals and expected outcomes for the program on which all participants agree. competency 9, this question requires the examinee to demonstrate knowledge of effective methods for establishing and maintaining supportive, collaborative relationships with professional colleagues in given School contexts. The process of collaboration represents a desire of two or more individuals to attain particular goals that require a firm understanding of the specific purposes and goals that are driving the entire effort.
exercise 9.5: methods of communication and collaboration- #2- with whom and in what circumstances might you use email as a collaborative communication tool?
email and other means of written communication can be a quick and valuable tool to use when communicating with paraprofessionals, administrators, other teachers, therapists, social workers, doctors or other outside agencies, and family members. It can be used to take care of housekeeping details, to keep parents/Guardians and other professionals apprised of progress or issues, to provide paraprofessionals and service providers with necessary information, to schedule meetings, and to gather information.
end of chapter 9 - #1- three of the following strategies are recommended for conducting effective parent-teacher conferences. Which strategy is not necessarily recommended?
emphasized that the student's education is ultimately your responsibility rather than that of parents.
exercise 9.6: using Community resources to enhance learning- #2- who should the teacher have consulted prior to arriving at the park? explain why each consultation is needed.
first, the school principal or other administrators should be consulted to plan for transportation, permission to leave school, and perhaps permission to miss other classes (if the activity is conducted on a school day). Then, students themselves need to be consulted,--- for example, the teacher should ensure that no students who are afraid of roller coasters are expected to ride. Parents/Guardians should be consulted to give their permission for the children that take a school trip. The teacher needed to consult mr. braunschweig and/or his colleagues from Vernier, a corporation that develop software and technology for Science Education. The teacher may have also consulted the amusement park staff to make sure that the ride was open, to identify a space where the computer could be set up, and possibly to negotiate the interest fee to the park.
9.3- note cultural differences, and attempt to ensure that all participants are comfortable.
for example, In some cultures women Do Not Shake Hands. Anticipate and plan for any necessary accommodations, such as translators.
9.3- effective conferences: provide examples of student performance, and evidence for any conclusions
for example, parents/Guardians and teachers can look through the student's assignments, exam scores, or portfolios.
9.2- the parent-child relationship
for example, some parents/Guardians are more authoritarian, others more permissive. Teachers should try to understand the foundation of the relationship without charging the parents/ Guardians.
9.1- teachers take an active role with parents by: developing parent education workshops or seminars.
for example, teachers can offer programs that help parents/Guardians with College Planning and financial aid. Families and schools can also join together for educational programs on reducing gang violence, teenage drinking, and other similar issues.
9.3- effective conferences: schedule conferences with attention to parent/Guardian needs.
for example, working parents/ Guardians may need to meet in the evenings or on the weekends.
9.1- building learning communities- decision making Partnerships: include families in school decisions, developing family and Community leaders and representatives.
1. Create family advisory committees for the school and with parent Representatives. 2. Make sure all families are in a network with their representative.
9.2- enhance your interactions with diverse families by using strategies such as the following:
1. be sure to know the correct last name of every parent, regardless of family structure. 2. Avoid language that implies that "family" refers only to traditional family structure. 3. For recently formed families, up or information on their children's strengths and abilities. 4. avoid making requests that may Place parents in an uncomfortable position related to time or money. Some families cannot afford to contribute materials for classrooms, and some parents cannot come to conferences during typical school hours or on a specific day; therefore, options and Alternatives should be offered. 5. Remember that projects and activities that presume students are part of a traditional family may not be appropriate. For example, alternatives such as creating a family tree and making Mother's Day gifts may be in order. 6. in some cases--for example, when grandparents or great grandparents are raising children--- you may need to explain School procedures when these caregivers are unfamiliar with them. Perhaps most important, all Educators should reflect on their own beliefs about non-traditional families and set aside any assumptions they may have about them. Being positive with students and families and being alert and stopping teasing of students from these families are important responsibilities that you have.
Figure 9.2: working with diverse families- foster families:
Are, by nature, temporary, and so the bonds may be a bit different from those in other families; children in Foster families may experience stress because of not knowing exactly what the next steps in their lives may be.
Diagnostic Work Study #1 - Write a proposal to other members of the committee describing your ideas about the issue of expanding and enhancing collaboration among the teachers on the teaching team. Your response should include: •explain why expanding and enhancing collaboration among the teachers on each teaching team is important •describe 2 steps the teachers on each teaching team can take to expand and enhance collaboration on the team; • explain why each step youdescribe would be effective and expanding an enhancing collaboration among each teaching team.
As learning is getting more complex with technology, Internet, online learning modules, student-exposure other than what they learn at school, and too many students in one class, it is imperative that proper structure "teaching teams" are formed, with fixed tasks, time to complete them with honesty and integrity. As the head of the committee, you are responsible and accountable to produce quantifiable results by the teams formed. • Form teams of just 2 or 3 teachers, too many is too difficult to coordinate. A small size is always easy to handle, train and communicate. They would be told their groups of students and the tasks, according to a planned agenda of events and this planning is done, at the beginning of every academic year. The tasks must be specified, time-bound, and progress reviewed regularly by you and approved by the principal. So he or she feels included. •Let them communicate the activities they are engaged in so that there is transparency. There has to be no bias or discrimination amongst teaching teams. They should generalize their time and energy towards Student-betterment and benefit while discussing teaching-team chores. they must totally eschew talking shop, domestc issues or parental issues. Total uncompromising focus. Every teacher should respect the others work and views, no one up-man ship is allowed. A structure that is well defined teams carefully formed duties freely formed duties diligently assigned regular performance review of the clear performance review of the teams of effectiveness would certainly assure desire results. Patience is your tool collaboration allows teachers to capture each other's fund of collective intelligence.
9.1- building learning communities- volunteering: recruit and organize parent help and support.
EXAMPLES 1. do an annual purse first survey to identify family talents, interests, times available, and suggestions for improvements. 2. Establish the structure (telephone tree, ETc.) To keep all families informed. Make sure families without telephones are included. 3. If possible, set aside a room for volunteer meetings and projects.
9.1- building learning communities- Community Partnerships: identify the integrate resources and services from the community to strengthen school programs, family practices, and Student Learning and Development.
EXAMPLES 1. have students and parents research existing resources-- build a database. 2. identify service projects for students-- explore Service Learning. 3. identify community members who are School alumni and get them involved in school programs.
9.1- building learning communities- communication: design effective forms for school to home and home to school communication.
EXAMPLES 1. make sure Communications fit the needs of families, provide translations, visual support, large print-- whatever is needed to make communication effective. 2. Visit families in their territory after gaining their permission. Don't expect family members to come to school until a trusting relationship is established. 3. Balance messages about problems with Communications of accomplishments and positive information.
9.1- building learning communities- parenting Partnerships: help out families establish home environments to support children as students.
EXAMPLES 1. offer workshops, videos, courses, family literacy fairs, and other information of programs to help parents cope with parents situations that they identify as important. 2. Establish family support programs to assist with nutrition, Health, and Social Services. 3. Finally ways to help families share information with the school about a child's cultural background, talents, and needs--learn from families.
9.1- building learning communities- learning at home: provide information and ideas for families about how to help children with school work and learning activities.
EXAMPLES 1. provide assignments schedules, homework policies, and tips on how to help with school work about doing the work. 2. Get family input into curriculum planning--have idea and activity exchanges. 3. Send home learning packets and enjoyable learning activities, especially over holidays and Summers.
9.1- Exercise Effective Family School Partnerships- #3- one of the indicators of a partnership that supports Student Success is the promotion of after-school learning. High school C has a variety of after-school activities, which they advertise at the start of the year in the school newsletter to parents/Guardians and at an activity fair for students.
High School C is emerging on this Criterion. The families have a little opportunity to ask questions or learn more about the activities as would be expected in an Excel in program.
#2 Diagnostic Workstudy - Consider the sample response, explained why it received a 4.
Overall, the author of this response addresses all parts of the prompts and applies relevant high quality support based on professional knowledge. The author 1st offers 2 valid reasons that collaboration is advantageous-- share knowledge and experience with colleagues and share resources. Then, he or she offers 2 sensible steps for effective collaboration and provides reasons why the steps should be effective (i.e., establishing the problestablishing the proper environment and working on leadership goals, accountability, etc.) This is a complete, thoughtful, and well-Supported response.
#4 Diagnostic Workstudy- Consider 2 more sample responses one received a score of 3 and another of 2. Identify what response received a higher score, then explain how the better response could improve to earn a score 4.
Response A is a stronger of the 2 responses because it is more complete and offers more professional knowledge in support of the answer. The author of response A States why collaboration is important, whereas the author of response B does not offer any information about the importance of enhancing collaboration. Also, respondent A offers 2 distinct suggestions to improve collaboration-- holding regular planning meetings and sharing a written record of those meetings--and states directly why the steps would be effective. Respondent B, in contrast, offers only one suggestion, team meetings, although he or she presents it as 2 separate ideas (ie., a planning meeting and regular weekly meetings). Thus Response B offers less evidence that the author has relevant professional knowledge. Response A could be improved primarily by providing more specific details. For example, the author States the collaboration is important but could also explain why greater contact and an opportunity to be involved with others subject areas makes collaboration more effective. The author could also provide concrete strategies for how teachers can "collaborate with each other", which is a very general suggestion that would benefit from additional professional knowledge. Finally, the author could explain better how the team notes would enhance collaboration, beyond simply saying it would be beneficial.
9.3- considerations to prevent parent- generated barriers in communication
These include socio-economic, cultural and language, and educational barriers, as well as defense mechanisms that may be present. parents may have mechanisms in place, and may have difficulty handling negative feedback about their children.
#3 Diagnostic Workstudy - Consider the sample response, explain why it received a 1.
This response doesn't fulfill the purpose of the activity because the author does not answer the questions that were posed. At the start, the author does not explain why expanding and enhancing collaboration is important. He or she spends time writing and unnecessary narrative introduction (i.e., " I have just been appointed to a new teacher and then states steps one might take for writing a proposal (e.g. research, solicit opinions of others), rather than steps that the teacher can take to enhance collaboration. Overall, the response does not show that the author has knowledge of strategies for collaborating with colleagues effectively.
9.5- core content: collaborating with specialists- developing an action plan to guide interactions that specifies individual and shared responsibilities.
a good plan is built when participants recognize and respect the professional skills everyone involved and assigns roles appropriately. Collaboration can involve brainstorming and the evaluation of potential plans, with a final plan representing a compromise or combination of ideas. An effective plan should also include a schedule for implementation and a method for evaluating the outcomes.
#67- which of the following factors is likely to be the most significant barrier to a teacher's ability to communicate effectively to parents/guardians?
a teacher often uses unfamiliar educational jargon in conversations with parents/Guardians. competency 9, this question requires the examinee to demonstrate knowledge of the importance of school-home communication, factors that facilitate or impede communication, and methods of initiating and maintaining effective communication with all students' Families. In interacting with parents and Guardians, teachers should strive to create a comfortable and respectful atmosphere otherwise parents and Guardians can feel intimidated and thus less likely to be comfortable.
Competency 9.6- core content: developing Community Partnerships - inviting community members to service guest speakers in a classroom.
guest speakers can offer direct instruction in a Content area in which they have expertise (e.g., science demonstration) or can participate in general classroom activities such as career days. Teachers need to be proactive in learning about Community organizations and the talents and interests of community members. parents/Guardians can be effective resources for identifying members of the community with a commitment to students. •inviting Community members to be Volunteers in the classroom art school. For example, some firms and businesses develop mentoring programs with Schools. Employees develop one-on-one relationships with individual students, many of which last well beyond the school years. Other opportunities can be short-term. For example, schools often invite Scholars and business people to judge science fair projects. As noted previously, teachers need to make the effort to learn about and contact appropriate and interested volunteers. tutoring programs East programs that include one on one group or group activities. •tutoring programs- should be experienced with students of this age and, of course, knowledgeable about the topic. Teachers should work with community members to establish guidelines, review objectives and discuss any (non-confidential) student needs. •field trips. students can visit museums and other cultural organizations outside of school. Class field trips should relate directly to question lessons. For example, a photography exhibit can a company of History lesson.
Competency 9.3-core content: effective conferences
identify strategies for conducting effective conferences with parents/ Guardians, addressing the concerns of parents/Guardians in various contexts, and interacting effectively and appropriately with all families, including those with the first characteristics, backgrounds, and needs...
9.2- family heritage language
in some cases parents may not be fluent in English and may want the student to serve as a translator. Although it is important to include the student in many conversations with parents/Guardians, sometimes an independent translator may be needed.
9.3- plan some sort of follow-up.
in some cases, teachers schedule another conference to assess the student's progress. Some teachers write a letter to thank the parents/ Guardians for their time and to reiterate key points.
Figure 9.2: working with diverse families- multigenerational families:
in which grandparents, great-grandparents, and other relatives care for children, may face economic challenges, and the energy required to raise children may be daunting for the caregiver.
Figure 9.2: working with diverse families- blended families:
in which parents have children from former relationships, may need time to bond and to resolve issues related to child rearing (e. G., Discipline). Sibling rivalry Also may occur.
Figure 9.4: Factors that Affect Successful Interagency Collaborations - committment
involves Mutual trust in a shared sense of responsibility for the goals and visions of the collaboration. Suggestions for fostering and nurturing interagency commitment included maintaining a focus on the potentially positive outcomes in using compromise well--- for example, compromise when possible and identify clearly those areas in which compromise is not possible.
Figure 9.4: Factors that Affect Successful Interagency Collaborations - understanding the Culture of collaborating agencies
involves understanding the rules, values, structure, and communication systems of One's Own as well as those of the collaborating agency. Findings indicated that by understanding another agency as a culture, individuals were less likely to find fault with cultural elements and more likely to search for solutions that were sensitive to the cultures of the involved agencies. Suggestions highlighted learning about the mission, priorities, technical vocabulary, and common terms of the agencies involved and understanding the regulatory context in which they operate.
Figure 9.4: Factors that Affect Successful Interagency Collaborations - engaging in serious pre-planning
is needed to establish a foundation for successful collaboration. Suggestions for planning were to establish a steering committee to articulate goals and anticipated outcomes, and identify problems, issues, and cultural influences of collaborating agencies.
#71- Any teacher can best facilitate collaborative relationships with Specialists and others in the school Community by taking which of the following actions first
learning about the various roles that Specialists and other staff members play and how they contribute to the school's overall functioning. competency 9, teacher must develop awareness of the types of collaboration that are possible with each individual and how interactions with particular individuals may be able to assist a teacher or his or her students.
Competency 9.6- core content: developing Community Partnerships - student internships or other volunteer opportunities.
many Community organizations post opportunities in local newspapers. Activities that emphasize vocational career skills are especially appropriate for secondary students.
9.2- working with diverse families- personal communication
many methods for communicating with parents/Guardians are available. Personal communication can include phone calls, email messages or personal notes. Some teachers, for example, send introduction letters to each parent during the first week of school.
Figure 9.2: working with diverse families- single-parent families:
may experience a great deal of stress and isolation and the children from these families are more likely than other children to live in poverty.
#69- which of the following is an important guideline for a teacher to follow when meeting with parents and guardians from diverse cultural background?
monitor nonverbal communication (for example, proximity, eye contact) to avoid indefinitely offending the parents/Guardians. competency 9, this question requires the examinee to identify strategies for conducting effective conferences with parents/Guardians addressing the concerns of parents/Guardians in various contexts, and interacting effectively and appropriately with all families, including those with diverse characteristics, backgrounds, and needs. Teachers should recognize that individuals from different cultures often have different communication norms and expectations.
end of chapter 9 - #2- it is recommended that teachers coordinate their efforts with people in the community at large. Which one of the following examples most clearly illustrates the spirit of recommendation?
mr. Deyermond consults with a parole officer about how they might work together to keep several at-risk students in school.
Figure 9.4: Factors that Affect Successful Interagency Collaborations - minimizing Turf issues
occurs by recognizing their inevitability, anticipating these issues, and developing plans to address them as they arise. Suggestions included emphasizing and disseminating examples of positive outcomes of similar collaborations and developing a system of incentives and consequences for individuals involved.
Figure 9.2: working with diverse families- homosexual families:
often face societal discrimination and some teachers may feel uncomfortable interacting with these parents. Legal issues related to topics such as access to school records Also may arise.
exercise 9.3: parents & productivity: overcoming barriers - #3- did the teachers effectively involve the parent? did they overcome possible barriers? what could they have done differently?
overall, the teachers appear to truly desire open communication with this parent. the Entire team was involved in the conference, and open dialogue was encouraged. The parent was encouraged to share her thoughts and ideas, and the team created a positive reinforcement plan to present to the student.
9.3- considerations to prevent teacher- parent barriers in communication
overcoming barriers form a relationship between parents/ Guardians and teachers is vital to the success of students. you need to have strategies in place to combat these barriers.
9.4- building relationships with paraprofessionals
paraprofessionals (e.g., Classroom assistants) provide instructional and other Support Services to students and teachers. They are typically supervised by classroom teachers. Positive relationships appear professional development teachers: •feel secure in their own roles as teachers and supervisors •communicate their needs and listen to the needs of the paraprofessional •recognize the skills of paraprofessionals in the scope of their responsibilities. for example, classroom AIDES can assist with clerical work (e.g., Copying handouts) but can also assist or directly with students. Paraprofessionals should not, however, be asked to design instruction or assess students independently. •Delegate responsibilities clearly •model expected behaviors •Place shared materials and easily accessible locations, and add notes to communicate with each other. •Answer questions, offer supervision, and provide constructive guidance without judgment
9.1- teachers take an active role with parents by: including them in class activities...
parents/Guardians can be effective and exciting to speakers (e.g., Career day, history lessons), they can assist in the classroom, and they can serve as chaperones or advisors for field trips and extracurricular activities (e. G., Homecoming dance, sports teams).
end of chapter 9 - #3- three of the following strategies are recommended when teachers confer with the student's parents about a chronic Behavior problem. Which one is not recommended?
point out that the parents are somewhat responsible for the misbehavior.
#68- the middle school teacher has arranged a meeting with the parents/ guardians of a student who has been having behavior difficulties in the teacher's classroom. Parents/Guardians arrive for the meeting visibly upset and immediately begin to berate the teacher for what they describe as "picking on our child". Which of the following teacher strategies would be most appropriate and effective to use person responding to these parents/ Guardians?
requesting that an administrator be called in to mediate the discussion with the parents/Guardians and help identify a solution to the problem. competency 9, this question requires the examinee to identify strategies for conducting effective conferences with parents/Guardians, addressing the concerns of parents/Guardians in various contexts, and interacting effectively and appropriately with all families, including those with diverse characteristics, backgrounds and needs. Research shows that successful conflict resolution Begins by listening carefully. Restating concerns in teacher's own words where a teacher can be expected to improve subsequent communication.
Competency 9 - Partnerships
requires that you understand strategies for developing these key relationships. You should know how to encourage and facilitate the involvement of Partners to support student learning and how to initiate and maintain effective communication during conferences, consultations, and classroom collaborations.
end of chapter 9 - #4- you're a teacher at Oceanside Middle School, and one of your students comes to you complaining about a serious headache. Of the following, which is your most acceptable course of action?
send the student to the school nurse, since teachers are forbidden from administering any form of medication.
9.3- effective conferences: sit together, side by side if possible.
sitting at the teacher's desk with parents/Guardians in students' desks suggest power imbalance, with the teacher as Authority and the parents/Guardians as "learners."
exercise 9.2: Effective Newsletters- #2- how can the newsletter be improved? identify at least two changes that you might make, and explain why your improvements are needed.
some examples of possible improvements include •providing information about homework in advance. For example, the newsletter specifies that students "should have completed" two assignments. If Parents and Guardians are notified in Advance, they can help their children schedule time to complete the assignments, monitor their progress, and help if necessary. •Inviting parents/Guardians to participate in instructional activities directly. At present, the newsletter invites them to see results of a completed activity or to provide resources. Partnerships are more effective when parents/Guardians are more involved, so the teachers could present upcoming opportunities for them to participate in the classroom or at home. For example, the teachers could suggest working with students at home on activities related to the solar homes projects.
exercise 9.2: Effective Newsletters- #1- what are the strengths of this newsletter? identify at least 2 characteristics and explain why they reflect effective communication with families.
some examples of the strengths of this newsletter include • telling parents about the main topic of learning unit and briefly describing some of the instructional activities in the past few weeks (e. G., The guest speaker, the televised news reports, reading relevant articles). •parents/Guardians can talk with their children about their experiences or in some cases share them (e.g., watch news reports together). •Inviting parent/Guardian participation. For example, parents and Guardians are invited to "come see" the results of the mock election and to come to lunch at the Harvest Feast. •Asking for specific resources that are needed. This is an effective way to encourage families to take the first step toward class volunteering. •providing dates and brief information about upcoming events so that families can plan. •Thanking the parents/Guardians for the support. this shows respect for their contributions
9.1- teachers take an active role with parents by: including them in Homework activities.
some projects can be developed to involve parents/Guardians directly. Interviews for history class and science fair experiments are two examples of projects that often involve parents/Guardians as partners.
9.5- core content: collaborating with specialists- identifying the stakeholders.
specifically, teachers need to identify who will be directly or indirectly affected by the collaboration, such as students, parents/Guardians, and other teachers. Stakeholders should share resources and information and should be included in planning and evaluation meetings as appropriate.
9.3- effective conferences- take the parents'/ Guardians' perspective when possible.
teacher should try not to feel threatened if parents/Guardians disagree with instructional methods, assessments, or plans for the future. Teachers should not place blame but rather should listen carefully and work with parents/Guardians to find the best ways to support students.
9.3- encourage the parent/Guardians to provide feedback about the conference.
teachers can give out a survey, for example, asking general questions about the effectiveness of the meeting, and parents/Guardians can be encouraged to return the survey anonymously to the school office if they prefer.
exercise 9.4: understanding collaboration- #2- as you read the article, think about your own attitudes, biases, and level of cultural understanding. Why is cultural competence important to successful collaboration?
teachers must be aware of their own biases to be effective teachers in collaborators. they must understand and be sensitive to the implications of various forms of diversity, such as ethnicity and socioeconomic status, sexual orientation, religion, living situation, educational experience, disability or familial culture and traditions, for team members, including other professionals, parents/Guardians and students, and for the collaborative process.
9.2- family educational level
teachers need to communicate in language that families understand, without excessive jargon. At the same time, teachers should not underestimate parents/Guardians' interest, intelligence or commitment to their children.
9.3- effective conferences: practice good communication skills.
teachers should speak professionally without excessive formality, using good grammar and appropriate vocabulary. They should also use nonverbal communication to Signal agreement or interest in cooperation. (e.g., Open Hands, leaning forward).
exercise 9.4: understanding collaboration- #3- the article includes a list of 15 Steps that may be supportive of successful collaborative meetings, such as Student Success team (SST) meetings, or IEP meetings. As you read them, consider collaborative meetings you have participated in. How does your experience relate to the suggested steps? do you think your previous collaborative experiences could have been improved by implementing a steps?
the author of the article provides 15 Steps of successful collaborative meetings. She's careful to say that all steps may not be appropriate or necessary in all situations. The important thing in considering these steps is that students consider how this type of collaboration might have improved their previous experience and that they consider ways to incorporate this knowledge into their developing philosophies of teaching. The 15 Steps are: 1. designate a team leader and make sure all persons involved are notified of the meeting time and place. 2. Introduce all team members and state the purpose of the meeting 3. describe, in detail, the problem situation and allow team members to ask questions for clarification. 4. reach consensus on a specific, measurable, and observational definition of the problem. 5. Prioritize the problems, if there are more than one, based on the needs of the student and the family. 6. determine the history and frequency of the problem. 7. Discuss any previous interventions, that have been attempted. 8. Brainstorm possible interventions, encouraging full team participation. 9. Establish procedures for collecting data. 10. determine how long the intervention will be applied. 11. clarify the responsibilities of each team member. 12. Develop timelines for activities and schedule follow-up meeting. 13. evaluate the intervention regularly with team members and make modifications if necessary. 14.provide consultative and collaborative assistance each member as needed. 15. Evaluate the team's Effectiveness and determine whether any changes need to be made in operating procedures, team composition or other areas.
exercise 9.3: parents & productivity: overcoming barriers - #1- what are some things that might hinder open communication between the teachers and this parent?
the parent in this video is presented with some negative feedback about her child (low grades, behavior problems). In this scenario, the parent appears open to constructive criticism, but the negative feedback about her child might Place her in a defensive position.
exercise 9.6: using Community resources to enhance learning- #1- what are some of the benefits of developing a physics lesson that involves Community Resources in this way? what might be some disadvantages?
the primary benefit is probably student motivation-- this activity capitalizes on the interest that many secondary students have (i. E., Amusement parks) and ties it to the class lessons through real world applications. Another benefit is the use of resources that simply wouldn't be available in the classroom. The activity makes them a part of the experiment, rather than just the experimenter. Additionally, the students (and likely the teacher, too) learn how technology can be used to provide relevant science data; some may later pursue work in Applied Physics as a result of this exposure to real world applications of physics data.
9.1- Exercise Effective Family School Partnerships- #2- one of the indicators of a partnership that communicates effectively is that families regularly receive information about events and issues that affect the school. At Middle School B, each teacher has a class web page for announcements.
the school Family Partnership in middle school B is most likely would be classified as progressing on the Criterion. The families receive timely information but the communication is largely one-sided from the individual teachers to the families. An excelling program would likely offer regular meetings like to encourage dialogue among stakeholders. According to the rubric, an emerging program would be more likely to engage the principal and the leaders of the Parent-Teacher Association in discussion of key issues rather than including more teachers and parents/Guardians.
9.1- Exercise Effective Family School Partnerships- #4- one of the indicators of a partnership that successfully collaborates with the community is that staff and families work together to develop strong links to Community Resources. A parent-teacher committee at Middle School D contacts various businesses in the area, develops a list of resources that offer to support school programs financially or with resources, and prints a handout that parents can pick up in the school office.
the school is emerging on this Criterion. They have begun to develop resources, but they won't be progressing without encouraging input from more families and school Personnel. An especially high level of interaction you (e. G., A volunteer staffed Resource Center in the school) would be characteristic of an excelling program.
exercise 9.3: parents & productivity: overcoming barriers - #2- do you see any evidence that the teachers are consciously or subconsciously putting up barriers to parental involvement? what are some ways that teachers might be hindering open communication with a parent?
the teachers appear to welcome communication with the parent, and overall there do not appear to be overt barriers. However, teachers often operate on a "time crunch," and they need to be careful to give their full attention to the conference. Teachers also need to provide both positive and negative feedback if they hope to maintain an open dialogue with families. The teachers in this segment seem to balance positive and negative attributes, but it is important to establish a history of positive communication so that parents/Guardians will be receptive to all forms of feedback.
exercise 9.6: using Community resources to enhance learning- #3- what did Community Partners gain from this activity?
the technological consultant (mr. Braunschweig) notes that the experiment provides him with barometer data that he hadn't seen before, suggesting that the information can help him test the software or with the development of new technology. He also clearly gets some enjoyment and satisfaction from working with young people and helping them develop an interest in Applied Physics. the amusement Park probably gains little regarding encouraging students to return.
9.3- effective conferences: consider parents/Guardians as partners in their children's Education.
their role in the conference is much greater than simply hearing the teacher's evaluation. Teachers should use their opinions, solicit their ideas, and engage in collaborative problem-solving.
Competency 9.6- core content: developing Community Partnerships - developing ongoing community-based learning projects.
these activities works best when students and Community institutions together identify a real Community need, plan a course of action, implement it, and then evaluate it. Culminating activities often include public celebrations (e. G., Dedication of a new park).
9.3- considerations to prevent teacher- generated barriers in communication
these include timidity, beliefs about parental involvement and lack of effort. some teachers find it difficult to speak in front of adults, have strong ideas about parent involvement, struggle with time management and demands of busy schedules.
9.1- Exercise Effective Family School Partnerships- #1- one of the indicators of a partnership that welcomes All Families into the community is providing opportunities for volunteering. The parent teacher Association at high school A meets at the start of the year and develops a list of phone numbers, which they divided among the members. Each member calls 15 parents/Guardians and surveys them about their interests, needs, and concerns about volunteering in the school. They then reconvene, share information, and develop a list of volunteer opportunities and possible parent leaders for each project. After they encourage other parents and Guardians to participate.
this is most likely an excelling program. The initial committee engages the families right away and develops opportunities based on their input. An emerging program would perhaps have the same basic list of volunteer opportunities each year, with a general letter sent to the parents/Guardians at the start of the Year reminding them that they can choose to participate if they want and have time. The progressing program would be somewhat more proactive with a parent-teacher group working together to develop volunteer opportunities and recruiting parents/Guardians. An excelling program makes efforts to reach all families, provide diverse opportunities, and solicit feedback to improve the program.
9.3- effective conferences: have a plan, a framework, or an outline for discussion.
to ensure the two-way nature of the communication while still planning in advance, some teachers send home a list of questions for parents/Guardians to consider before the conference. Others ask parents/ Guardians to send their own questions to the teacher. the more communication and collaboration, the better.
competency 9.4- core content: teachers as part of the Academic Community- building relationships with other classroom teachers
together, classroom teachers engage in interdisciplinary planning and sometimes co-teaching. They may share information and resources, work together to advocate for program changes, or provide personal and professional support. Teachers who are open to suggestions from others and who are flexible and non-judgmental of peers generally maintain more positive, collaborative relationships with peers.
#65- a teacher wants to encourage parents and Guardians to become active participants in their children's education. Which of the following strategies is likely to be the most effective in encouraging such participation?
using a variety of means to communicate to parents and Guardians that their expertise regarding their own child is valued. competency 9 this question requires examinee to apply knowledge of strategies for developing Partnerships with families and to support student learning and for encouraging and facilitating the involvement of parents and Guardians in their children's education. many parents believe that they contribute little to their children's education. teachers need to help parents be involved in and help to solve student problems.
Figure 9.4: Factors that Affect Successful Interagency Collaborations - communication
was cited most frequently as a means of overcoming collaboration barriers. Suggestions for enhancing communication focus on proactive strategies such as ensuring frequent use of open communication lines, including written informational updates, regular meetings, phone calls, and email messages. Informal links to promote personal connections were also advised.
Figure 9.4: Factors that Affect Successful Interagency Collaborations - strong leadership from Key decision-makers
was considered critical, especially by those practitioners and coordinators responsible for implementing the policies and programs. Suggestions were to ensure the commitment of upper management who fully understand their agency and have the authority to make decisions, authorize resource use, and provide direct assistance when needed.
9.5- core content: collaborating with specialists- identifying the purpose of the collaboration
what problem needs to be solved, or what program needs to be put in place? participants need to affirm the common goal and commit to the collaborative nature of the solution.
9.2- family structure
when communicating with divorced parents/Guardians, for example, teachers may need to have conferences with or send letters to each parent/ Guardian separately. Additional strategies for communicating with diverse families are shown in figure 9.2
exercise 9.4: understanding collaboration- #1- the author of the article identifies the number of broad-scale categories that are necessary for successful collaboration. Describe three of them.
while there are many elements of successful collaboration, three skills that the author identifies is imperative and is effective interpersonal communication, role clarification, and role release. Effective verbal and nonverbal communication skills of all the ability to be genuine, positive, open, clear, and assertive. To avoid confusion and minimize the possibility of misunderstanding and resentment, my it is necessary for all collaborative team members to understand the roles on the team, as well as the roles and responsibilities of other team members. Flexibility and the willingness to role release (i. E., Release traditional rules so that all members of the group can work better as a whole) are necessary for successful collaboration. Although it is important to understand the roles of all members of the team, role rigidity and proprietary attitudes can diminish the success of the collaborative team.
9.5- core content: collaborating with specialists- successful recommendations
•Identifying the purpose of collaboration. •Establishing Rapport. •Developing an action plan to guide interactions that specifies individual shared responsibilities •communicating successfully
figure 9.3: strategies for developing administrative support: principles have many responsibilities that demand their attention. Here are some strategies to help your principal learn about and develop a commitment to collaboration.
•ask your administrator to participate in initial planning for any collaborative initiative in the school, including planning for communicating about the program to colleagues, parents, and students. •Discuss with your principal the elements of collaboration you have or wish to include in your program. Decide with your principal what support and resources you can expect for the program. •Invite your principal or assistant principal to visit another school with you to observe a particularly good program and foot sizing collaboration. •Share Journal articles or on pertinent topics. You might have as a goal to provide at least one article or clipping each month. •Alert your administrator to professional development activities related to collaboration. Request permission to attend with a general education teacher, and ask your principal or assistant principal to accompany you. •Share with your principal handouts about collaboration received at professional conferences.
9.2- successful communication requires teachers to:
•have a clear purpose •use proper grammar, appropriate vocabulary, and a positive and professional but not overly formal tone. •be active, attentive listeners and observers. Teachers may need to "read between the lines" in some cases (e. G., Notes from parents/ Guardians) and then ask key questions to move communication forward. •Use appropriate nonverbal cues, such as eye contact, proximity, nods and other gestures. Teachers should keep in mind possible cultural differences in communication style. •Avoid bias in judgment. Enthusiasm is contagious!
9.1- sensitive teachers will recognize and address any concerns by encouraging parents/Guardians to take an active role in their children's education, for example by:
•including them in class activities. •including them in homework activities. •Developing parent education workshops or seminars.
