Education week 3 assignment
REDD76
ECD345_Week3Sampleupdated9-10-21.pptxYour Name
ECD 345: Family Systems and Community Resources
Instructor
Date
Perfecting partnerships
Include a properly formatted title slide..
Introduction
Epstein’s Spheres of Influence
Views the relationship between schools, families, and communities as overlapping spheres concerned about the success of a child (Vance, 2015)
Strong partnerships result in:
Increased academic success (Galindo & Sheldon, 2012)
Thriving communities (Auerbach, 2010)
Improved behavior and attendance (Tschannen-Moran, 2014)
Increased teacher efficacy (Haines, McCart, & Turnbull, 2013)
Throughout your presentation, cite your sources in APA style.
Parenting
Focuses on helping families create home environments to support learning (Epstein et al., 2009).
2 Strategies
Suggest home conditions that might support learning (Epstein et al., 2009).
Example: Create a designated space for reading.
Open house
This would allow families to understand school expectations, and allow the school to understand families (Epstein et al., 2009).
2 Roadblocks
Provide information to all families, not just those who can attend (Epstein et al., 2009).
Solution: Share information in-person, by phone, and by sending written resources home.
Enable all families to share information about their culture (Epstein et al., 2009).
Solution: Allow families to share in the most comfortable way, such as sharing a tradition or sharing a favorite book.
Include 2 specific strategies.
Include 2 roadblocks, along with a solution for each.
Communicating
Focuses on designing effective communications between school and home (Epstein et al., 2009).
2 Strategies
Parent-Teacher Conferences (Epstein et al., 2009).
Weekly student folder sent home for review (Epstein et al., 2009).
2 Roadblocks
Family Schedules
Solution: Provide a variety of options for conferences, such as different times/days, or phone conferences.
Language
Solution: Provide translations of important forms if needed.
Include 2 specific strategies.
Include 2 roadblocks, along with a solution for each.
Volunteering
Focuses on recruiting help from families (Epstein et al., 2009).
2 Strategies
Survey Families (Epstein et al., 2009)
Gather information about availability and interests.
Telephone Tree (Epstein et al., 2009)
Put a structure in place for all families to have important information.
2 Roadblocks
Family Schedules
Solution: Flexible schedule of daytime and evening events (Epstein et al., 2009).
Lack of Relevant Experience
Solution: Allow families to volunteer for a variety of activities (Epstein et al., 2009).
Include 2 roadblocks, along with a solution for each.
Include 2 specific strategies.
Learning at Home
Focuses on sharing information about how to support learning at home (Epstein et al., 2009).
2 Strategies
Setting learner goals (Epstein et al., 2009)
Discuss goals with families.
Activities for home (Epstein et al., 2009)
Share ideas for activities at home to support learning.
2 Roadblocks
Language
Solution: Provide interpreter if needed to discuss goals/progress.
Access to Materials
Solution: Provide materials with at home activities.
Include 2 specific strategies.
Include 2 roadblocks, along with a solution for each.
Decision Making
Focuses on including families in school decisions (Epstein et al., 2009).
2 Strategies
Active Parent Groups (Epstein et al., 2009)
Monthly Newsletters and Surveys
Keep families informed about events and policies. Allow families to provide feedback.
2 Roadblocks
Family Schedules
Allow parents to get involved by providing multiple meeting options.
Confidentiality
Be sure all feedback collected via surveys is anonymous.
Include 2 roadblocks, along with a solution for each.
Include 2 specific strategies.
Collaborating with Community
Focuses on including community resources and services to support learning and development (Epstein et al., 2009).
2 Strategies
Share information on upcoming community events.
Service to the Community (Epstein et al., 2009)
Example: Collect donations for local families, decorate a nursing home for holidays, etc.
2 Roadblocks
Transportation
Solution: Provide information about local transportation options.
Income
Solution: Allow for families to donate goods and/or time.
Include 2 roadblocks, along with a solution for each.
Include 2 specific strategies.
Culturally Responsive
Culturally responsive teaching
Refers to the ability of working effectively with families from diverse backgrounds (Wardle, 2013)
Epstein’s work is culturally responsive because:
It focuses on communication, which results in the educator becoming better informed about the values, beliefs, and traditions of different cultures (Joshi, Eberly, & Konzal, 2005).
An educator cannot be effective with families from diverse backgrounds without understanding the cultural background of those families.
Describe how Epstein’s work is culturally responsive.
Summary
This model benefits children, schools, parents, and communities:
Children
Increased academic success (Galindo & Sheldon, 2012)
Improved behavior and attendance (Tschannen-Moran, 2014)
Schools
Increased teacher efficacy (Haines et al., 2013)
Increased satisfaction with family engagement (Epstein et al., 2009)
Parents
Support from school and other parents (Epstein et al., 2009)
Self-confidence (Epstein et al., 2009)
Communities
Thriving communities (Auerbach, 2010)
Summarize how this model benefits children, schools, parents, and communities.
References
Auerbach, S. (2010). Beyond coffee with the principal: Toward leadership for authentic school-family relationships. Journal of School Leadership, 20, 728-757.
Epstein, J., et al. (2009). Epstein’s framework of six types of involvement. Partnership center for the social organization of schools. Retrieved from https://www.sps186.org/downloads/table/13040/6TypesJ.Epstien.pdf
Galindo, C., & Sheldon, S.B. (2012). School and home connections and children’s kindergarten achievement gains: The mediating role of family involvement. Early Childhood Research Quarterly, 27, 90-103.
Haines, S.J., McCart, A., & Turnbull, A.P. (2013). Family engagement within early childhood response to intervention. In V. Buysse & E. Peisner-Feinberg (Eds.), Handbook on response to intervention (RTI) in early childhood (pp. 313-324). New York, NY: Brookes.
Joshi, A., Eberly, J., & Konzal, J. (2005). Dialogue across cultures: Teachers’ perceptions about communication with diverse families. Multicultural Education, 13(2), 11-15.
Tschannen-Moran, M. (2014). Trust matters: Leadership for successful schools. San Francisco, CA: John Wiley.
Vance, N. (2015). Joyce Epstein’s school-family-community partnership model. Researcher Starters: Education.
Wardle, F. (2013). Collaboration with families and communities [Electronic version]. Bridgepoint Education.
Include a full references list.
