Argosy University s6

Argosy University

College of Education

Course Syllabus Dr. Diana Grossi

Course Title Child, Family, and Community Relations and Collaboration

Course Number E7120 3 semester hours

E7120: Child, Family, and Community Relations and Collaboration is designed to prepare P-12 superintendent candidates to meet the following Illinois School Superintendent Content-Area Standards.

Course Description: Focuses on P-12 schools and districts developing and sustaining family and community relationships and collaborative initiatives that help all children learn. Emphasis on selected issues, including diversity, special needs, partnerships, communication, collaboration models, politics, school violence, terrorism, and NCLB.

Required Textbooks:

Gallagher, D. R., Bagin, D., & Moore, E. H. (2005). The school and community relations (8th ed.). Needham Heights, NY: Allyn & Bacon.

American Psychological Association. (2001). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. ISBN: 1557987912

Related Web sites:

APA Style Web Site: www.apastyle.org

The University’s Mission

Argosy University is a private institution of higher education dedicated to providing high quality professional educational programs at the doctoral, master’s, bachelor’s, and associate’s degree levels, as well as continuing education to individuals who seek to advance their professional and personal lives. Argosy University emphasizes programs in the behavioral sciences, business, education, and the health care professions. A limited number of pre-professional programs and general education offerings are provided to permit students to prepare for entry into these professional fields. The programs of Argosy University are designed to instill the knowledge, skills, and ethical values of professional practice and to foster values of social responsibility in a supportive learner-centered environment of mutual respect and professional excellence. 2 College of Education Mission Statement

The mission of Argosy University’s College of Education is to prepare leading educational practitioners and lifelong learners who actively engage in the scholarships of reflective teaching, application, integration, and discovery within diverse educational environments.

The College of Education programs include high quality, learner-centered opportunities for all students in a wide range of practitioner fields; experienced and highly competent faculty; a focus on the individual student’s needs and goals; standards-based programs of study; and convenient delivery formats.

Graduates of Argosy University’s College of Education possess the advanced knowledge base, skills, and dispositions that characterize confident and principled leaders who are ethical practitioners, effective communicators, productive collaborators and well informed consumers, synthesizers, and evaluators of educational research. As such, their practice reflects awareness of social issues, commitment to social justice, and sensitivity and responsiveness to all facets of a pluralistic society.

Conceptual Framework

Ethics ■ ■

Diversity ■ ■

Leadership ■ ■

Relationships ■ ■

Communication ■ ■

Critical Thinking Critical ■ ■

Prof essional Development and Growth and Development essional Prof ■ ■ Professionals as Learners and Leaders in Action

Standards

E7120: Child, Family, and Community Relations and Collaboration is designed to prepare P-12 superintendent candidates to meet the following institutional standards.

3 Institutional Standard 2 - Communication and Informational Literacy Candidates are effective communicators who possess the advanced knowledge base, skills, and dispositions that characterize confident and principled educational leaders.

Institutional Standard 3 - Critical Thinking/Problem Solving Candidates develop and apply systems to: check their own thinking, reflect on present and past practices in considering the future, and analyze complex issues and evaluate potential solutions.

Institutional Standard 4 - Collaboration Candidates are productive collaborators and educational leaders who promote democratic values by respecting the ideas and gifts of those with whose care they are charged.

Institutional Standard 5 – Leadership Candidates are confident and principled educational leaders who have an evolved leadership style that supports the development of others, is harmonious with democratic principles and best educational practices, and focuses on student achievement as the ultimate goal of the learning community.

Institutional Standard 6 – Ethics/Principles Candidates are principled, ethical practitioners who exhibit and expect accountability in integrity, fairness, and ethical behavior.

Institutional Standard 7 – Diversity Candidates’ communications, actions, and attitudes reflect a commitment to social justice and sensitivity and responsiveness to all facets of a pluralistic society.

Institutional Standard 8 – Human Growth and Development Candidates are educational leaders and lifelong learners who consider the personal and professional continuum of intellectual, physical, social, and emotional development and use this knowledge in all phases of their work, from curriculum planning to staff development.

Standards

E7120: Child, Family, and Community Relations and Collaboration is designed to prepare P-12 superintendent candidates to meet the following Illinois School Superintendent Content- Area Standards.

The competent superintendent: 1A. understands the needs of different groups in a pluralistic society. 1B. understands theories and methodologies of teaching and learning. 1F. understands appropriate channels and media for communicating plans, ideas, and goals to the board of education, staff, parents, students, and the community. 1G. understands effective consensus-building and negotiation skills. 1K. facilitates and engages in activities that promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

4 1N. facilitates and engages in activities that collaboratively develop vision and goals among teachers, support staff, students, administrators, board members, parents, and community members. 1O. facilitates and engages in activities that articulate and model core beliefs of the school district and effectively communicates and takes actions to achieve district vision, mission, and goals. 1T. facilitates and engages in activities that identify, clarify, and address barriers to achieving the vision, mission, and goals. 2A. understands the principles of human growth and development and their application to the school environment and instructional program. 2E. understands cognition and learning theories and their relationship to instruction. 2F. understands technology applications for administrators, staff, and students that enhance the learning and instructional program. 2G. understands a variety of methods for assessing and evaluating students’ performance. 2M. facilitates and engages in activities that use best practices and sound educational research to inform changes in instructional practices and curricular materials. 2P. facilitates and engages in activities that provide a climate in which treatment of all individuals with respect, dignity, and fairness is valued. 2Q. facilitates and engages in activities that promote the appropriate use of technology to enhance students’ learning and professionals’ growth. 2S. facilitates and engages in activities that deal with the ambiguity and uncertainty that accompanies the change process. 2T. facilitates and engages in activities that result in systematic assessment of and response to individual students’ academic performance, reporting on that performance, and evaluation of the instructional program. 2U. facilitates and engages in activities that connect educational standards to the instructional program. 2V. facilitates and engages in activities that coordinate district staff and outside agencies in determining and enforcing educational standards. 3N. facilitates and engages in activities that provide efficient delivery of core auxiliary services (including health and nutrition, pupil transportation, risk management, and school security). 3O. facilitates and engages in activities that identify financial and material assets and resources and acquire them for subsequent allocation according to the school district’s goals and priorities. 4A. has knowledge and understanding of the multiple groups of stakeholders that comprise the school community, which includes but is not limited to parents, religious groups, business and industry, service organizations, local and county government, students, other taxpayers, and employees of organizations within the community. 4B. has knowledge and understanding of the conditions and dynamics of the racial, ethnic, linguistic, religious, and socio-economic diversity of the community. 4C. has knowledge and understanding of community resources that provide services that support the vision, mission, and goals of the school district. 4D. has knowledge and understanding of school-community relations and marketing strategies and processes.

5 4E. has knowledge and understanding of emerging issues and trends that potentially impact the school community and the mission of the school. 4F. has knowledge and understanding of successful models of partnerships between district schools and families, businesses, community groups, government agencies, and higher education. 4G. has knowledge and understanding of the political nature of schools and how the political system operates. 4H. facilitates and engages in activities that clearly articulate the district’s vision, mission, and goals to multiple stakeholders. 4I. facilitates and engages in activities that use political structures and skills to build community support for district’s priorities. 4J. facilitates and engages in activities that provide effective communication with individuals and organizations throughout the community. 4K. facilitates and engages in activities that inform the district’s decision making by collecting and organizing a variety of formal and informal information from multiple stakeholders. 4L. facilitates and engages in activities that provide communications from the district that are written and spoken clearly and forcefully. 4M. facilitates and engages in activities that demonstrate formal and informal listening skills. 4N. facilitates and engages in activities that demonstrate group leadership skills. 4O. facilitates and engages in activities that identify and consider various political interests within the community environment in district’s decision making. 4P. facilitates and engages in activities that educate the community about school funding and referenda. 4Q. facilitates and engages in activities that mediate conflict between the district and various stakeholders. 4R. facilitates and engages in activities that involve the school organization and community in school improvement efforts. 4S. facilitates and engages in activities that demonstrate the ability to build consensus. 4T. facilitates and engages in activities that foster educational partnerships with a variety of persons and organizations to promote delivery of educational opportunities. 5M. facilitates and engages in activities that ensure an ongoing dialogue with and among representatives of diverse community groups. 5P. facilitates and engages in activities that shape public policy to provide high-quality education for students.

Learning Outcomes

As a result of their satisfactory completion of E7120, learners will:

1. Identify and explore the potential for creating partnerships with particular social agencies, health agencies, and educational agencies for the purpose of meeting the education and health needs of a district’s children and their families.

2. Create a district-wide, collaborative, wrap-around health and education services program designed for a specific educational setting (e.g., urban district, district with a highly mobile population, rural district).

6 3. Develop an advocacy and media plan for a district-wide initiative that requires family, community, and/or business involvement in order to succeed.

4. Design a comprehensive staff, family, and community communications plan for a specific educational setting.

Key Field-Based Course Assessments

Investigate an innovative program or service designed for learners with special needs and complete a SWOT analysis based on your findings.

Interview the site superintendent regarding a past or current tax referendum and the communication and advocacy plan designed for it; summarize your findings.

Americans with Disabilities Act (ADA) Statement

It is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If students have a documented disability and need accommodations to complete the course requirements, they are encouraged to make an appointment with the course instructor as soon as possible to discuss their individual requests for accommodations. Information disclosed after completing the course cannot be considered in assessing students’ performance. Consequently, prior to beginning the course, students are advised to inform the instructor of accommodations needed to make this an optimal experience. All information will be held in confidence.

Diversity Statement

Argosy University provides access through its services and programs to students of any social, geographic, and cultural background and strives to prepare them to work with and provide services to diverse populations. Argosy University demonstrates its commitment to diversity through the development and support of a diverse educational community.

Leadership Objectives

Candidates for certification programs in Argosy University’s College of Education are expected to become ethical leaders who actively pursue their own professional development, growth, and improvement; cultivate successful and collegial relationships with their stakeholders; become effective communicators; engage in critical thinking as an integral part of their responsibilities; and commit to furthering diversity and social justice in educational settings.

Field Experiences

Candidates for certification programs in Argosy University’s College of Education are expected to complete their field experiences in a variety of settings that demonstrate diversity with regard to multiple dimensions. These dimensions include but are not limited to: field experience site

7 demographics (e.g., size, racial and ethnic breakdown, exceptional students), purpose and stakeholder groups served (e.g., a prison school), geographic location (e.g., urban, rural, suburban), and available resources (e.g., technology-rich or technology-poor). To ensure diversity of sites, candidates are expected to record the demographic variables and characteristics of each setting in which they complete a field experience. At least 51% of candidates’ field and internship experiences must be completed in Illinois public schools. Thus, candidates wishing to complete their internships in private or parochial schools are advised to complete every course- related field experience in Illinois public schools.

Course Expectations

Academic Honesty: Argosy University seeks to foster a spirit of honesty and integrity. Any work submitted by a student must represent original work produced by that person. Any source used by a student must be documented through normal scholarly references and citations, and the extent to which any sources have been used must be apparent to the reader.

To avoid plagiarism, all sources relied upon, whether quoted directly or paraphrased, must be documented through normal scholarly references/citations, and all work must be submitted using the 2001 Publication Manual of the American Psychological Association (5th ed.). Students are encouraged to purchase this manual (required in all courses) and become familiar with its content, as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism.

Argosy University further considers resubmission of a work produced for one course in a subsequent course, or the submission of work done partially or entirely by another, to be academically dishonest. It is the students’ responsibility to seek clarification from the course instructor regarding how much help they may receive in completing assignments or projects and what sources may be used. Students found guilty of academic dishonesty or plagiarism will be subject to disciplinary action up to and including dismissal from Argosy University.

Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. Interns may be asked to submit their written work through Turnitin, (www.turnitin.com), an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to university faculty. This comparison detects papers that share common information and duplicative language.

All written work must be submitted in Microsoft Word, version 2000 or higher, be free of spelling and grammar errors, and adhere to APA standards as established in the 5th edition. Furthermore, written assignments will be evaluated according to the following criteria.

 Organization: Evidence of a logical and meaningful consistency in the structure of the response to the assignment; evidence of a planned presentation having a clear flow from the beginning, through the middle, to the conclusion.

8  Completeness: Evidence of having completed all parts of the assignment.  Content: Evidence of having developed the response from significant concepts and insights gained from the readings, drawing upon relevant theories and literature, and citing sources in APA form and style as necessary and appropriate.  Relevance: Maintenance of pointed and clear relationships in response to the assignment, avoidance of digression from the main points of the assignment, avoidance of boilerplate or filler material, and avoidance of redundant matter and educational jargon.  Cogency: Depth and breadth of insight, reasoning, and understanding exhibited in the response through the integration of thought and argument.