Wayland Baptist University
Phoenix Campus
Mission: Wayland Baptist University exists to educate students in an academically challenging,
learning focused and distinctively Christian environment for professional success, lifelong learning and
service to God and humankind.
Course Number: ECHD 4312 Partnering with Parents and the Community
Term and Dates: Summer 2014. May 27th-August 2nd
Instructor: Brenda Mann M.Ed
Office Hours: By Appointment only
Email: Borellana.orellana78@gmail.com
Phone: 623-703-0993
Class Hours: Hybrid. Class will meet on May 31, July 26th and August 2nd.
8:30-3:30 pm
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 Resources Materials:
A. Student Textbook - Gestwicki, C. (2013) Home, School and Community Relations 8th edition
B.
Access to a digital camera
Course Competencies:
From National Association for the Education of Young Children Program Administrator
Competencies (2012)
Management Knowledge and Skills
1. Personal and professional self awareness
• 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
• 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
 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
 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
 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
• 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
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.
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. Participation/Attendance
Students are expected to come to class on time and stay for the duration of the class. We are a
community of learners; therefore, you are encouraged to share your input, ideas, and experiences
in the class discussions. Your participation grade is based on active involvement in the large and
small group activities and discussions.
If you must miss a class meeting, contact me via email or call me at 623-703-0993.
BEFORE the scheduled meeting. If prior knowledge is given for an excused absence, partial credit
maybe earned for a make-up assignment (for 1 missed class). If no initiative is taken to contact me
before the scheduled class meeting, no credit will be given for that class’s participation/attendance
points.
B. On-line Blackboard Assignments
This class will be taught HYBRID. A portion of the class will be online through Blackboard (BB).
The assignments will be posted to the BB each Sunday and will be due by the following Saturday.
In Discussion Board 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 (posts
will be due by Thursday and responses by Saturday). 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
Choose a chapter from the textbook that you would like to teach to the class. Chapters will be
selected at our first mtg. Present the information from the chapter in a PowerPoint presentation,
which highlights the main points and concepts from the text. Design a follow-up activity for the class
which challenges us to apply the knowledge in the chapter (role play, debate, etc.). Submit a summary
of your activity to me the day you present.
D. 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. Each week you will select a topic of interest
from the text readings or use one of the journal prompts that I will post for you. 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 on in the classroom. You will present this project at our last Class meeting.
GRADING CRITERIA:
 Participation/Attendance (20 pts/3 weeks) 60
 Online Blackboard Assignments/Discussion Board & Participation (10 pts/10 weeks) 100
 Chapter Presentation 50 (Second meeting)
 Web Site Review 20
 Midterm 50
 Journal Reflections (10 @ 10 points each) 100
 Parent Project 50


Communication Style Inventory Assignment 20
Final
50
Total: 450
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 (Withdrawal) grades will be given according to University policy.
A Course Calendar will be posted on Black Board by the first day of Class.