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Welcome to TELL Syllabus for Family, School, and Community Partnerships Explanation of the Template Total Points Preparation for Session One Pre-Homework Due Session 1 Session One: Community, Assumptions, and PTA Standards LA 1.1: Learning about Ourselves as Cultural Beings LA 1.2: Identifying and Reviewing Community Assets LA 1.3: National PTA Standards LA 1.4: National PTA Standards -- Assessing LA 1.5: Uncovering Assumptions about Heritage LA 1.6: Major Course Assignments HW 1.1 Reflection on My Practice with Families and Community HW 1. 2 Engaging Funds of Knowledge HW 1.3 One Day in the Life of a Child HW 1.4 Explaining the Assets in My School Neighborhood HW 1.5 Exploring School and Community Partnershiping through PTA Standards HW 1.6 Reviewing Major Projects Session Two: Preparing to Cross Borders LA 2.1: VideoEthnography Student Share LA 2.2: Share your Asset Map LA 2.3: Home Visits, Cultures, and Practices LA 2.4 Community Partners LA 2.5: National PTA Standards LA 2.6: Title 1 Law HW 2.1: Reflection on Actions Taken and Learning HW 2.2: Identifying White Privilege HW 2.3: Beginning the Family Profile HW 2.4: Go On a School Field Trip HW 2.5: Research Facts about Your School Session Three: Family and Community Engagement LA 3.1: Reviewing Analysis of My Invisible Backpack LA 3.2: Work on the Family Profile LA 3.3: Office of Civil Rights Role LA 3.4: Serving EL's in Schools and in Classrooms LA 3.5: Exploring Community Engagement through Examples HW 3.1: Reflections on Session 3 HW 3.2: Family Profile Major Assignment HW 3.3: A Teacher's Perspective on Family Involvement HW 3.4: Partnership Plan HW 3.5: Beliefs About Poverty Session Four: Collaboration LA 4.1: Studying Students LA 4.2: Organizing for Partnerships LA 4.3: How WIDA Can Help Parents LA 4.4: Expanding Understanding of People in Poverty LA 4.5: Comparing Living Conditions across The World through Photos HW 4.1: Weekly Reflection HW 4.2: How Does Your School Compare HW 4.3: Understanding Global Poverty HW 4.4: Uncovering Your Experiences with Race and Privilege HW 4.5: Completing Your Family Profile HW 4.6: Complete Your Partnership Plan Session Five: Exploring Community Resources LA 5.1: Poverty and Choices LA 5.2: Understanding Issues Surrounding Student Trauma on My Teaching LA 5.3: Developing Deeper Knowledge about Poverty LA 5.4: Developing Social-Emotional Strategies to Address Student Needs LA 5.5: Life on the Edge HW 5.1: Reflecting on My Work HW 5.2: Exploring My Own Socioeconomic Class HW 5.3: Examining Assumptions about Immigrant Families HW 5.4: National PTA Standards HW 5.5: Reviewing and Completing the Family Profile and Partnership Plan Assignments HW 5.6: Preparing to Take a Position of Advocacy for ELs and Their Families Session Six: High Expectations English Learners LA 6.1: Sharing the Family Profile Assignment LA 6.2: Sharing Partnership Plans LA 6.3: Exploring Further Teacher Beliefs and Family Engagement LA 6.4: Learning About ESSA Plans LA 6.5: Organizing for Advocacy for ELs and Their Families HW 6.1: Reflecting on my Work HW 6.2: Preparing the Final Major Assignment HW 6.3: Responding to the Impact of Experiences of Immigration HW 6.4: Building Resilience HW 6.5: Reviewing an Example of an Advocacy Position HW 6.6 Revisiting My Beliefs about Teaching Diverse Students Session Seven: Responding to Student and Family Needs LA 7.1 Becoming a Champion Teacher LA 7.2 Responding to the Impact of Trauma and Building Resilience LA 7.3: Preparing for Advocacy HW 7.1 Reflecting on My Work HW 7.2 Reconsidering Engaging with Families Session Eight: Advocating for Students and Families LA 8.1: Teachers Advocating Together LA 8.2 Revisiting My ThinkingQuestions and Tasks
Add a note to the content. Download the content in PDF, Microsoft Word, or other format. View a summary of the content. View available translations of the content.Learning Outcome | Pedagogical Intent | Student Position |
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Employ strategies to empower parents/families to participate in their child’s education. Assessment: 50 pts. Due: Session 6 |
Teachers can begin creating partnership plans to benefit a student or students in their class by solving a problem or by partnering with resources inside or outside the school to meet needs. |
Students have been working on their partnership plan as one of the main projects for this course. They now complete it by filling in the paperwork required. |
The directions for the partnership plan (assignment and rubric) can be found by accessing the links in LA 1.6. Be sure that you use this information so that your assignment is complete.
This content is provided to you freely by BYU Open Learning Network.
Access it online or download it at https://open.byu.edu/partnerships/hw_4.6.