WAYLAND BAPTIST UNIVERSITY
SCHOOL OF EDUCATION
HAWAII CAMPUS
Mission: Wayland Baptist University exists to educate students in an academically challenging, learning
focused and distinctively Christian environment for professional success and service to God and
humankind.
COURSE NUMBER AND TITLE: ECHD 4312 Partnering with Parents
TERM: Spring 2015 (February 23 – May 16, 2015)
INSTRUCTOR’S NAME: Christen Imig
EMAIL: Christen.Imig@wayland.wbu.edu
OFFICE HOURS: By appointment
CLASS HOURS: Wednesday nights from 5:30pm-9:30pm, Mililani Campus (Hybrid Class)
CATALOG COURSE DESCRIPTION:
This course provides the guidelines for creating effective partnerships with families. It provides an overview of
the diversity of modern families. The emphasis is on examining elements that create successful partnerships and
programs that work.
REQUIRED RESOURCE MATERIALS:
A. Student Textbook: Gestwicki, C. (2013). Home, School & Community Relations 8th Edition.
Belmont, CA: Wadsworth.
B. Access to a digital camera and capabilities to download to the Blackboard
COURSE OUTCOME COMPETENCIES:
From National Association for the Education of Young Children Program Administrator Competencies (2012)
Management Knowledge and Skills
1. Personal and professional self awareness
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Knowledge and application of adult and career development, personality typologies, dispositions, and
learning styles.
Knowledge of one’s own beliefs, values, and philosophical stance
The ability to evaluate ethical and moral dilemmas based on a professional code of ethics
The ability to be a reflective practitioner and apply a repertoire of techniques to improve the level of
personal fulfillment and professional job satisfaction
3. Staff management and human relations
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Knowledge and application of group dynamics, communication styles, and techniques for conflict
resolution
Knowledge of different supervisory and group facilitation styles
The ability to relate to staff and board members of diverse racial, cultural, and ethnic backgrounds
The ability to hire, supervise, and motivate staff to high levels of performance
Skill in consensus building, team development, and staff performance appraisal 6. Family support
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Knowledge and application of family systems and different parenting styles
Knowledge of community resources to support family wellness
The ability to implement program practices that support families of diverse cultural,
ethnic, linguistic, and socioeconomic backgrounds
The ability to support families as valued partners in the educational process
8. Leadership and advocacy
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Knowledge of organizational theory and leadership styles as they relate to early childhood work
environments
Knowledge of the legislative processes, social issues, and public policy affecting young children and their
families
The ability to articulate a vision, clarify and affirm values, and create a culture built on norms of
continuous improvement and ethical conduct
The ability to evaluate program effectiveness
The ability to define organizational problems, gather data to generate alternative solutions, and effectively
apply analytical skills in its solution
The ability to advocate on behalf of young children, their families, and the profession and written
communication
9. Oral and written communication
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Knowledge of the mechanics of writing, including organizing ideas, grammar, punctuation, and spelling
The ability to use written communication to effectively express one’s thoughts
Knowledge of oral communication techniques, including establishing rapport, preparing the environment,
active listening, and voice control
The ability to communicate ideas effectively in a formal presentation
Early Childhood Knowledge and Skills
6. Family and community relationships
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Knowledge of the diversity of family systems; traditional, nontraditional, and alternative family structures
as well as family life styles; and the dynamics of family life on the development of young children
Knowledge of sociocultural factors influencing contemporary families, including the effect of language,
religion, poverty, race, technology, and the media
Knowledge of different community resources, assistance, and support available to children and families
Knowledge of different strategies to promote reciprocal partnerships between home and center
Ability to communicate effectively with parents through written and oral communication
Ability to demonstrate awareness and appreciation of different cultural and familial practices and customs
Knowledge of child rearing patterns in other countries
ATTENDANCE POLICY:
1. External Campus Attendance Policy
a. Students enrolled at an external campus of Wayland Baptist University should make every effort to
attend all class meetings. All absences must be explained to the satisfaction of the instructor who
will decide whether the omitted work may be made up.
b. Any student who misses twenty-five (25%) or more of the regularly scheduled class meetings will
receive a grade of F for that course.
c. When a student reaches a number of absences considered by the instructor to be excessive, the
instructor will advise the student and file an unsatisfactory progress report with the executive
director/campus dean.
DISABILITY STATEMENT:
In compliance with the Americans with Disabilities Act of 1990 (ADA), it is the policy of Wayland Baptist
University that no otherwise qualified person with a disability be excluded from participation in, be denied the
benefits of, or be subject to discrimination under any education program or activity in the university. The
Coordinator of Counseling Services serves as the coordinator of students with a disability and should be contacted
concerning accommodation requests at (806) 291-3765. Documentation of a disability must accompany any
request for accommodations.
COURSE REQUIREMENTS:
A. Attendance/Participation-Students are expected to come to class on time and stay for the duration of
the class. Attendance points will be deducted for arriving late or leaving early. We are a community
of learners; therefore, you are expected to share your input, ideas, and experiences. Your participation
grade is based on active involvement in the classroom discussions and activities. Sometimes you will
need to bring children’s literature books or other literacy materials/resources to class which will be
counted toward your participation points. If you must miss a class meeting, contact me via email or
call the WBU office at 488-8570 BEFORE the scheduled meeting. If prior knowledge is given for an
excused absence, partial credit may be earned for a make-up assignment. If no initiative is taken to
contact me before the scheduled class meeting, a zero will be given for that class’s
participation/attendance points.
B. On-line Blackboard Assignments
A portion of the class will be online through Blackboard (BB). The assignments will be posted to the
BB one day after our in-class meeting (by midnight HST). Follow the assignment length
requirements and deadlines for posting and responding in order to earn full credit. In order to give a
fair chance for all students to post their assignment and receive peer feedback, please do not post your
responses to your classmates before the allotted timeframe. Responses will be graded on quality and
quantity. You should focus on furthering the discussion and contributing thoughtful responses based
on your own experiences and principles discussed in the text. Use in-text citations to give credibility
to your BB assignments and response discussions. Any posts that are submitted after the due date
may only earn (up to) half credit.
C. Chapter Presentation- Select one of the chapters from the text to teach to the class. Prepare a
PowerPoint presentation that covers the main points from the chapter. Take on the role of discussion
facilitator, asking at least three pertinent, open-ended questions to the class. Create an activity for the
class that will challenge us to apply the knowledge gained from the chapter (i.e. role play, debate).
Lastly, create an assessment for the class, to gauge our knowledge of the chapter content. Submit a
description of your activity and assessment (via email) to me at least the day before you present.
Follow the rubric given for specifics on this assignment.
D. Web Site Review
Select one web site that is a valuable resource in helping to strengthen the parent-teacher relationship.
In a 5-10 minute oral presentation, share the information you have gained from the web site. A
classroom computer and screen will be provided so you can navigate the web site and demonstrate
how it can be used. Suggested web site lists are at the back of each chapter under the “Helpful
Websites” headings.
E. Weekly Quizzes
An important part of the class is the weekly reading assignment. Quizzes will be given at each oncampus class meeting. Quizzes may include: True/False, multiple choice and short answer questions,
all of which are taken from the weekly text readings. Prepare for the quizzes with the free sample
quizzes on the book companion site www.cengagebrain.com . No make-up quizzes will be given for
late or absent students.
F. Journal Reflections
Journals are a self-reflective tool on the BB that allows students to post their personal reflections
about the Course or analyze Course-related materials. Select a topic of interest from the text readings
or use one of the journal prompts, which are located under the “Reflections for Journal Entries”
headings. For each of the four journal entries, write a one-page (double spaced, 12 font) reflection
with your thoughts, ideas, experiences, and applications.
G. Parent Project
Design a project or initiative that will strengthen the parent-teacher relationship. Try an idea you
gleaned from the text or come up with your own idea. Some project ideas include: starting a “Talk
Story” Parent meeting, conducting home visits, improving Parent/Teacher conferences, creating new
methods to increase parent-teacher communication (formal or informal), utilizing community guest
speakers, inviting parents for Career/Culture Day. Create the appropriate resources to support your
project (PowerPoint presentation, newsletter, bulletin board, etc.) so it will be ready for
implementation in the classroom. If time allows, please implement your project! Share your Parent
Project along with the supporting resources and at least five photos in a 10-15 minute oral
presentation to the class.
GRADING CRITERIA:
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Participation/Attendance (10 pts/week)
Online Blackboard Assignments & Participation (20 pts/week)
Chapter Presentation
Web Site Review
Weekly Quizzes (6 @ 10 points each)
Journal Reflections (3 @ 10 points each)
Parent Project
Total:
80
60
50
20
60
30
100
400
Course grades will be based on Wayland Baptist University policy:
A= 90-100%
B= 80-89%
C=70-79%
D=60-69%
F= Below 60%
I (Incomplete) and W (Withdrawl) grades will be given according to University policy.
GRADING REQUIREMENTS:
Students shall have protection through orderly procedures against prejudices or capricious academic evaluation. A
student who believes that he or she has not been held to realistic academic standards, just evaluation procedures,
or appropriate grading, may appeal the final grade given in the course by using the student grade appeal process
described in the Academic Catalog. Appeals may not be made for advanced placement examinations or
course bypass examinations. Appeals are limited to the final course grade, which may be upheld, raised, or
lowered at any stage of the appeal process. Any recommendation to lower a course grade must be submitted
through the Executive Vice President/Provost to the Faculty Assembly Grade Appeals Committee for review and
approval. The Faculty Assembly Grade Appeals Committee may instruct that the course grade be upheld, raised,
or lowered to a more proper evaluation.
ACADEMIC HONESTY: University students are expected to conduct themselves according to the highest
standards of academic honesty. Academic misconduct for which a student is subject to penalty includes all forms
of cheating, such as illicit possession of examinations or examination materials, forgery, or plagiarism.
(Plagiarism is the presentation of the work of another as one’s own work).
Disciplinary action for academic misconduct is the responsibility of the faculty members assigned to the course.
The faculty member is charged with assessing the gravity of any case of academic dishonesty, and with giving
sanctions to any student involved. Penalties may be applied to individual cases of academic dishonesty see
catalog for more information about academic dishonesty.
ADDITIONAL INFORMATION:
● Assignments are due at the beginning of each class or by the time indicated on Blackboard for online
assignments. Points will be deducted for late work (10% per day).
● Unless otherwise indicated, all written assignments should be doubled spaced, use Times New Roman 12point type, and adhere to the APA Manuscript Writing style.
● If you submit a written assignment via email (besides a BB assignment), please make sure to bring a paper copy
to class at the next on-campus meeting so that I can give you written feedback on your assignment.
● Out of respect, please put cell phones on silent mode during class time and remove them from sight.
Any cell phone use (including talking, texting, or checking updates) during class time is distracting to
the learning environment.
CLASS SCHEDULE AND ASSIGNMENTS (tentative):
Week #
Date
Feb 25,
2015
Topic to be covered:
Introductions
Review Syllabus
Chapter 1: Diversity of Experience
Sample Quiz on Chapter 1
Assignment Due:
Mar 4,
2015
Chapter 2: Families Today
Chapter 3: Parenting
Quiz on Ch. 2 & 3
2
Mar 11,
2015
Chapter 4: Family Involvement
3
BB Assignment
Reflection #1
Mar 25,
2015
Chapter 5: Benefits and Barriers in Teacher-Family
Partnerships
Quiz on Ch. 5
4
5
April 1,
2015
Chapter 6: Foundations of a Successful Partnership
Chapter 7: Good Beginnings with Parents and Children
BB Assignment
Reflection #2
April 8,
2015
Chapter 8: Informal Communication with Families
Chapter 9: Parent-Teacher Conferences
Quiz on Ch. 8 & 9
6
Chapter 10: Families in the Classroom
Chapter 11: Parent Education
Quiz on Ch. 10 & 11
7
Apr 15,
2015
Apr 22,
2015
Chapter 12: It Takes a Village
8
BB Assignment
Reflection #3
1
Chapter 13: Working with Parents from Diverse
Backgrounds
Chapter 14: Working with Families in Particular
Circumstances
9
Apr 29,
2015
10
May 6, Chapter 15: Working to Resolve Challenging
Attitudes and Behaviors
2015
11
May 13,
2015
Presentation of Parent Projects
* Gray rows indicate the on-line class meetings
Due Date for Chapter Presentation: _________
Due Date for Web Site Review:_____________
Quiz on Ch. 13 & 14
Quiz on Ch. 15
Parent Project