Curriculum Design for Family Engagement - EDUC 323
GREAT BASIN COLLEGE
1500 College Parkway
Elko, NV 89801
775.738.8493
Instructor: Mrs. Teresa A. Stauffer (FA16)
Location: MCML 119
Work phone: 775-753-2359
Cell: 989-619-4207
Email:
Office hours: M: 10-2, T: 10-12
Course Information:
Title: Curriculum Design for Family Engagement
Number: EDUC 323 – Online format and live with IAV
Section: 1001 -1005
Credits: 3
Description: Includes planning for family engagement including families from diverse backgrounds in learning-centered environments, preparing lesson plans, preparing a professional portfolio, and understanding the Nevada Academic Core Standards. Student Books required and recommended:
Epstein, J, Coates, Salinas, Sanders, Simon, 1997.School, Family, and Community Partnerships: Your Handbook for Action, Corwin Press, Inc. (RECOMMENDED)
Kilbane & Milman, 2014. Teaching Models: Designing Instruction for 21st Century Learners, Pearson. ISBN: 978-0-205-60997-0
Wherry, J., 1996. 68 Parent Involvement Ideas That Really Work, The Parent Institute, Fairfax, VA. ***This publication is free and located in the course modules.
Wiggins, G. & McTighe, J., 2005. Understanding by Design, Merrill Education/ASCD. *may have from previous course.
Wiliam, Dylan, 2011. Embedded Formative Assessment, Solution Tree. ISBN: 978-1-934009-30-7 *may have from previous course.
Willis, Dr. Judy, 2006. Research-Based Strategies to Ignite Student Learning, ASCD. ISBN: 978-1-4166-0370-2 ***this book is located in the ASCD eBook collection of the GBC Library.
Method of Instruction:
*Lecture Capture presentations each class period and class discussion
*On line discussions as directed
*Assignments – ten lessons planned to include specific, personal and engaging strategies for family engagement.
Summaries of Lecture Captures, and reading materials
*Field experience – in classrooms with teachers planning and engaging learners and families.
Learning Outcomes and Measurements - Course Requirements
Learner Outcome / INTASC / MeasurementsBackground: The preservice teacher will demonstrate understanding of research and the importance of strategies that engage families of diverse background, and involving families in learning.
- Promotion of welcoming atmosphere
- 2 way meaningful communication
- Collaboration supporting learning at home and school
- Empowerment of families and access to research based learning strategies with equal opportunity
- Partnership in creating school policies, practices and programs
- Partnerships with the greater community for student learning opportunities and service
Principle 1-2 NRS 392.457 (a-f) / Lesson plan,
Assessments
Field Experience
The preservice teacher will demonstrate understanding of how learners develop and recognize patterns of learning by creating planned lessons using a variety of models of instruction that engage families including diverse families in the learning process. / Standard 1 – Learner Development
Principle 2 of NRS 392.457 (a-f) / Lesson plans
Assessments
The preservice teacher will design instruction to build on learner’s prior knowledge, experiences, and diverse family background toidentify differences in approaches to learning and performance using learner’s strengths and family engagement to promote growth with lesson plans. / Standard 2 – Learning Differences
Principle 2 of NRS 392.457 (a-f) / Lesson plans
Assessments
The preservice teacher will collaborate with learners and lead teachers to create and promote learning environments that encourage positive social, academic, and engaging learning for students with their families by lesson planning, delivery, event inclusion, and observations. / Standard 3 –
Learning Environments
Principle 2 of NRS 392.457 (a-f) / Field experience
Lesson plans
The preservice teacher will demonstrate a knowledge of being able to appropriately engage students and families in learning experiences, apply methods of inquiry, and plan lessons that build conceptual knowledge for all learners with lesson plans, field experience, and discussions. / Standard 4 – Content
Knowledge
Principle 2 of NRS 392.457 (a-f) / Field experience
Lesson plans
Lecture summaries
The preservice teacher will present and understanding of how to connect conceptual knowledge through planning to engage students in questioning, challenging, and thinking deeply and connecting with family using strategies of engagement across content areas with an emphasis on equal opportunity using lessons plans, assessments, and field experience. / Standard 5 –
Application of
Content
Principle 2 of NRS 392.457 (a-f) / Lesson plans
Assessments
Field experience
The preservice teacher will read and demonstrate understanding of professional literature through comparing summaries of models and brain research, to observed personal practice including lesson planning and teaching lessons in field experience including strategies to empower families as equal partners in the learning process. / Standard 5 –
Application of
Content
Principle 2 of NRS 392.457 (e & f) / Professional Literature
Summaries:
*NRS 392.457
*Nevada Advisory Council recommendations (NRS 385.620)
*National Network of Partnership Schools strategies (see attached file)
Family engagement planning and event Assignment project
The preservice teacher will understand and use multiple methods of assessment to engage learners and families in designing assessments that support ELL learners, and provide equal opportunity to all students while matching objectives in lesson planning. / Standard 6 – Assessment
Principle 2 of NRS 392.457 (a-f) / Lesson plans
The preservice teacher will demonstrate planning for instruction in a variety of Models using the Understanding by Design process when creating lesson plans with clear two way communication with families and including families from the planning to the assessments.(one lesson per model = 10 model lessons) / Standard 7 – Planning for Instruction
Principle 2 of NRS 392.457 (b and d) / Lesson plans
Lecture summaries
The preservice teacher will use a variety of research-based strategies within the lesson planning process of the 10 models of instruction that are appropriate for student learning, familyengagement, and motivation with welcoming volunteering and equal partnerships. / Standard 8 – Instructional Strategies
Principle 2 of NRS 392.457 (a-f) / Lesson plans
*National Network of Partnership Schools strategies (see attached file)
The preservice teacher will engage and evidence professional conduct, practices, and collaboration – including family engagementthrough field service experience and assessment. / Standard 9 – Professional learning and ethical practice
Principle 2 of NRS 392.457 (c & d) / Field experience
*Assignments will be given in class with expectations. The instructor reserves the right to change the order and assignments as necessary.
Grading Scale
Final grades are assigned as follows:
A = 93-100A- = 90-92
B+ = 88-89
B = 83-87 / B- = 80-82
C+ = 78-79
C = 79-83
C- = 78 / D+ = 77
D = 72-76
D- = 71
E below 70
Course Work Expectations:
High expectations in the use of grammar, explanation of thought, and neatness are expected. Always double check the rubric to make sure that all components are complete.
Preservice teachers are expected to use the Lesson Plan Template provided in the Course Resource Module. Be sure to use the accompanying Lesson Plan Rubric to ensure all components are complete and of high quality.
*Brief assignments will be given for each of the Lecture Capture Sessions if you miss class for any reason. You are expected to engage in the presentations, complete these assignments, and fulfill the rest of the work for the semester.
ALL WORK MAY BE TURNED IN PRIOR TO THE DUE DATE FOR FORMATIVE FEEDBACK (MIN. 24 HOURS IN ADVANCE)
Policy Statements:
Late Work: ALL assignments are due on the due date and time listed in WebCampus. Late work will not be accepted without prior approval.
Attendance: You are expected to watch all Lecture Capture classes.
Students with Disabilities: GBC supports providing equal access for students with disabilities. An advisor is available to discuss appropriate accommodations with students. Please contact the ADA Officer to request timely and appropriate accommodations.
Student Responsibilities: Attend and complete all requirements and seek assistance when necessary.
Policy of Academic Integrity: Academic honesty is expected in this course. All student work must be original and authentic. Any acts of cheating, copying, and/or plagiarizing are violations of the Nevada System’s code of conduct and will be taken seriously. Students who cheat by any means will fail the course.
Faculty Senate definition of Plagiarism:
“Plagiarism is presenting someone else’s word, ideas or data as one’s own. When a student submits work that includes the words, ideas, or data of others, the source of that information must be acknowledged through complete, accurate, and specific references; and if verbatim statements are included, through quotation marks as well. In academically honest writing or speaking, the students will acknowledge the source whenever:
*Another person’s actual words are quoted
*Another person’s idea, opinion or theory is used, even if it is completely paraphrased in the student’s own words
*Facts, statistics, or other illustrative materials are borrowed, unless the information is common knowledge.”
Recycling one’s own work from another class is also considered plagiarism.
*Withdrawal form a Course: Students, if they choose to withdraw, need to drop a course before 60% of the course has elapsed. If they do not, there will be no “W” grade option at the end of the semester and students will be assigned an “F”. Faculty will not be allowed to assign a grade of W.
Accommodations for Students with Disabilities
Great Basin College is committed to providing equal educational opportunities to qualified students with disabilities in accordance with state and federal laws and regulations, including the Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973. A qualified student must furnish current verification of disability. The Disability Services Office, located in Leonard Student Life Center, will assist qualified students with disabilities in securing the appropriate and reasonable accommodations, auxiliary aids, and services. For more information or further assistance, please call 775.753.2271.
From the 2014-2015 GBC Catalog, page 37
CAMPUS SECURITY:GBC is committed to the safety of our students and has a duty to promote awareness and prevention programs for violence on campus under the Jeanne Clery Act as well as the Campus SaVE (Sexual Violence Elimination Act) and VAWA (Violence against Women Act), which are amendments to Clery. Acts of violence include, but are not limited to, sexual assault, domestic violence, dating violence, and stalking. Acts of violence can occur on the physical campus or centers of GBC in addition to field placement sites, clinical practice settings, and other places where college or class activities occur.As well, the online environment at GBC is considered a GBC site.If you experience any incidence where your safety has been threatened or violated, or if you feel threatened or harassed, immediately report this to me, any center director, faculty, or staff member, or directly to the Director of Environmental Health, Safety & Security(775.753.2115) or the Vice President for Student Services(775.753.2282).