Family, School, and Community Partnerships
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 Thinking
Images
References
Download
Translations
Sign in or register
LA 4.4: Expanding Understanding of People in Poverty
Choose a Sign-in Option
Download
Back to Downloads
HTML can be useful for transferring content to other online publishing platforms, typically by copy/pasting to the new platform.
<p id="p_Jtkd" name="p_Jtkd" class=" qe-editable"><img src="https://equitypress.org/content_images/partnerships/learning_activity.png" alt="learning_activity.png" class="centered" id="img_JKex" name="img_JKex"></p><table class="table qe-editable"><thead><tr><th>Learning Outcome</th> <th>Pedagogical Intent</th> <th>Student Position</th> </tr></thead><tbody><tr><td> <p id="p_JYyrV" name="p_JYyrV" class=" qe-editable">Communicate a personal acceptance of and acknowledge the dynamics of culture in the lives of all students.</p> <p id="p_hMCg" name="p_hMCg" class=" qe-editable"><strong>Assessment: 25 pts.</strong></p> <p id="p_jXbK" name="p_jXbK" class=" qe-editable"><strong>TA: 30 Minutes</strong></p> </td> <td> <p id="p_dPgCk" name="p_dPgCk" class=" qe-editable">Teachers can consider poverty along with culture and language to determine new ways to work with families in supporting their children’s education.</p> </td> <td> <p id="p_oNPAn" name="p_oNPAn" class=" qe-editable">Students have learned about culture, community resources, the PTA National Standards, Title 1, and the Office of Civil Rights. They will now learn about students and families living in poverty.</p> </td> </tr></tbody></table><h2 id="p_diLn" name="p_diLn" class=" qe-editable">Instructions</h2><ol id="ol_PMsf" name="ol_PMsf" class=" qe-editable"><li id="li_cCBm" name="li_cCBm">For homework you watched two TED talks (Birdsong and Bregman) and read a summary of <em>Disrupting Poverty</em>. Now you will participate in a whole group discussion about what you learned. Use your notes to inform your discussion. </li> <li id="li_LtfYq" name="li_LtfYq">Participate in a shower of ideas where you share your thinking, learning, and problem solving and share your thoughts--reveal the stereotypes you have heard about people who live in poverty.The discussion will focus on poverty and its effects on people who live in poverty. </li> <li id="li_Mgqfj" name="li_Mgqfj">At the end of the session, turn in your notes.</li> </ol>
Copy
Download
Back to Downloads