TITLE: PARENTS: ADVERSARY OR ALLY? A Cooperative Approach
NO. OF CREDITS:
3 QUARTER CREDITS
[semester equivalent = 2.00 credits]
WA CLOCK HRS:
OREGON PDUs:
INSTRUCTOR:
MICHAEL SEDLER, D.Min., M.S.W.
mike@communicationplus.net
509/443-1605
30
30
COURSE DESCRIPTION:
A cooperative approach to working with families is of the utmost importance to educators. Depending
upon the approach, the parent(s) can be a tremendous support or an actual stumbling block to education
within the school. This class will explore positive ways to enlist the support of even the most "distant"
parent. Utilization of home visitation strategies, parent groups, conferences, phone calls and notes will be
examined. Specific communication strategies will be explained which are geared to enable educators in
facilitating a cooperative atmosphere with parents. At the completion of this course, each person will
have a multitude of ideas to use immediately in the school and classroom.
LEARNING OUTCOMES:
As a result of taking this course, participants will learn to:
1. List stresses and reasons for noninvolvement of parents.
2. Assess family styles and state effective strategies in communication for each one.
3. Accurately list the steps to home visitations including follow-up strategies.
4. Develop an action plan for a family and implement it during the year.
5. Mediate a family conference from beginning to end, analyzing major components of conference.
6. State a multitude of ways to gain parental support within a week of implementation.
COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute
does not award partial credit.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns
participantʼs their choice of 30 Washington State Clock Hours or 30 Oregon PDUs. The Heritage Institute
is an approved provider of Washington State Clock Hours and Oregon PDUs.
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UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires
75% or better for credit at the 400 level (Upper Division) and 85% or better to issue credit at the 500 level
(Post-Baccalaureate). These criteria refer both to the amount and quality of work submitted.
1. Completion of Information Acquisition assignments
30%
2. Completion of Learning Application assignments
40%
3. Completion of Integration Paper assignment
30%
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education (CE) Quarter credit is offered on a Credit/No
Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to
a “C” or better, 500 level credit is equal to a “B” or better. This information is on the back of the transcript.
AUS CE quarter credits may or may not be accepted into degree programs. Prior to registering determine
with your district personnel, department head or state education office the acceptability of these credits for
your purpose.
ADDITIONAL COURSE INFORMATION
NOTES:
• You may work collaboratively with other teachers and submit joint assignments on all but the final
Integration Paper, which must be individually authored and submitted.
• Alternatives to written assignments (video or audio tape, photo collage, a collection of products,
letters to editor, brochure and Web pages) may be submitted as substitute assignments with the
instructorʼs prior approval.
• To maintain privacy, please do not refer to students in your papers by their actual names, but
rather use an alias or designation such as “Student A.”
REQUIRED TEXT:
• Chosen text from bibliography plus all handout materials, case study, and samples.
• Text may be purchased directly from publishing companies.
• List of all companies and phone numbers are located in the back of the student manual.
MATERIALS FEE:
• Once you register, log onto the instructorʼs website at www.michaelsedler.com. Click on Classes,
then scroll down and click on Parents, Adversary or Ally? manual. The manual will download as
a PDF file to your computer.
HEADING REQUIRED FOR ALL ASSIGNMENTS
A heading is required; please use the following format.
Your Name:
Course Number:
Date:
Assignment #:
Parents, Adversary or Ally?
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Instructor Name:
Course Name:
Level: Clock/ PDU/ Credit (400 or 500)
Rev 7/31/2013
ASSIGNMENTS FOR HOURS OR UNIVERSITY QUARTER CREDIT
A.
INFORMATION ACQUISITION
Assignment #1:
Read all materials enclosed in the packet received from the instructor.
Assignment #2:
Read a book from the bibliography or one of your choice, with the instructorʼs approval.
Write a 2-3 page summary of main ideas and key points. Send to instructor:
mike@communicationplus.net. Subject line to read ʻParents #2ʼ.
Assignment #3:
Read and answer questions on the “parent involvement form”. Scan or photocopy of the form. Send to
instructor: mike@communicationplus.net. Subject line to read ʻParents #3ʼ.
Assignment #4:
Choose a "focus” student for this class.
• To maintain privacy, please do not refer to students in your paper by their actual name, but rather
use an alias or designation such as “Student A.”
Assignment #5:
Read the file of student, interview teachers who have taught family members, and obtain additional
information.
Assignment #6:
Make phone calls to parents or students, as explained in the outline in the workbook. Call a minimum of
10 students or parents. Log and send to instructor: mike@communicationplus.net. Subject line to
read ʻParents #6ʼ.
Assignment #7:
Write a 2-3 page summary of your findings during the phone call conferences you had with a parent.
Send to instructor: mike@communicationplus.net. Subject line to read ʻParents #7ʼ.
Assignment #8:
Discuss the phone call process or the home visit strategies with another educator.
Describe what aspects of existing practice pose a barrier to implementing desired practice. Describe any
areas that need improvement and how you will make modifications. State any unanswered questions that
may still exist. Summarize your reflections in a 1-2 page paper. Send to instructor:
mike@communicationplus.net. Subject line to read ʻParents #8ʼ.
This completes the assignments required for Hours.
Continue to the next section for additional assignments required for University Quarter Credit
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ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B.
LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most
participants are classroom teachers who have access to students. If you are not teaching in a classroom,
please contact the instructor for course modifications. If you are a classroom teacher and start or need to
complete this course during the summer, please try to apply your ideas when possible with youth from
your neighborhood, at a local public library or parks department facility. (They will often be glad to
sponsor community-based learning.) Or with students in another teacherʼs summer classroom in session.
Assignment #9: (Required for 400 and 500 Level)
Thoroughly study the handout on home visits. Set up a home visit with a family, preferably the family of
the student chosen. Analyze the family dynamics and styles as illustrated in text and handouts. Compare
those to the styles found in the packet. Write a 3-5 page summary.
Assignment #10: (Required for 400 and 500 Level)
Make weekly contacts with "focus" family over the course of 3-4 weeks. Keep a log of any changes in the
child or your relationship with the family. Contact may be by phone, note, or conference.
500 LEVEL ASSIGNMENT
Assignment #11: (500 Level only)
In addition to the 400 level assignments, complete one (1) of the following assignment options:
Option A) Get feedback from a parent regarding a home visit (comfort level, connection with you, likes
and dislikes). Write a 2 page summary.
OR
Option B) Another assignment of your own design, with the instructorʼs prior approval.
SUMMER OPTIONS:
• If you have access to a summer school program, contact a teacher and use student from school.
• Select a student/family you had in past years. Do home visit and make calls. Monitor for several
weeks.
• Select student(s) you will have next year. Follow guidelines from above (home visit/phone calls)
C.
INTEGRATION PAPER
(Required for 400 and 500 Level)
Assignment #12:
Write a 2-3 page Integration Paper answering these questions:
1. What did you learn vs. what you expected to learn from this course?
2. What aspects of the course were most helpful and why?
3. What further knowledge and skills in this general area do you feel you need?
4. How, when and where will you use what you have learned?
5. How and with what other school or community members might you share what you learned?
Send to instructor: mike@communicationplus.net. Subject line to read ʻParents #12ʼ.
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INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Michael Sedler, D.Min., M.S.W., brings over 25 years of educational experience as an administrator,
social worker, behavior specialist and teacher to each of his classes. He provides consultation and
seminars throughout the Northwest and Canada for schools, agencies and businesses. He has a
graduate degree in Social Work, a Doctor in Ministry degree as well as his teaching certification. All of
Mikeʼs classes are practical and “field tested” in schools and classrooms. Educators have found success
in implementing Mikeʼs clear and concise approaches.
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PARENTS: ADVERSARY OR ALLY?
BIBLIOGRAPHY
You may pick a book not from the list, with the instructorʼs approval. To order a book, contact the
publisher or purchase through a bookstore, on-line, or other retail outlets.
A Framework For Understanding Poverty. Ruby Payne. Aha! Process, Inc, 2005. Understanding the link
between poverty and learning, (grades K -12; adult). www.ahaprocess.com 800-424-9484.
Bridging School and Home Through Family Nights. Diane Kyle, Ellen McIntyre, et al. Corwin Press,
2005. Guide for families to develop family nights (grades K – 12). www.corwinpress.com 800-2339936.
Chores Without Wars. Lynn Lott. Taylor Trade Publishing, 2005. Helping families work together as a
team (grades K – 12; adult). www.rlpgbooks.com 800-462-6420.
Common Sense Parenting. Ray Burke. Boys Town Press, 1996. Effective parenting techniques including
consequences and expectations (grades K – 12) www.boystownpress.org
800-282-6657.
Every Teachers Guide To Working With Parents. Gwen Rudney. Corwin Press, 2005. How to partner
with parents (grades K – 12). www.corwinpress.com
800-233-9936.
Growing Up Too Fast. Sylvia Rimm. Educational Assessment Services, 2006. How to guide children
through the tween years (grades 5 – 8) www.sylviarimm.com 800-795-7466.
Helping Your Struggling Teenager. Les Parrott. Boys Town Press, 2000. Common teen problems and
guidance (grades 7 – 12). www.boystownpress.org
800-282-6657.
Homework Without Tears (Parent's Guide To Motivation). Lee Canter. Harper Collins Publishers, 2005.
Strategies for parents to help children learn. (grades 3 – 8) www.harpercollins.com 800-2442-7737.
How To Parent So Children Will Learn. Sylvia Rimm. Educational Assessment Service, 1997. Helping
parents teach their children, (grades K – 9). www.sylviarimm.com 800-795-7466.
Parenting With Love And Logic. Dr. Foster Cline, Jim Fay. Love and Logic Institute. 2006. New
approaches to working with children (grades K – 12). www.loveandlogic.com 800-455-7557.
Parenting Tough Kids. Mark Le Messurier. Research Press, 2007. Simple proven strategies to help kids
succeed (grades K – 9). www.researchpress.com 800-519-2707.
Positive Discipline Series. Jane Nelsen, et al. Empowering People Inc. 2006. Create cooperation and
self-discipline in students (grades K – 12, series). www.empoweringpeople.com 800-456-7770.
Positive Time Out. Jane Nelsen. Empowering People Inc, 1999. Effective use of time out in homes and
schools (grades K – 4). www.empoweringpeople.com 800-456-7770.
Raising Self-Reliant Children In A Self-Indulgent World. H. Stephen Glenn. Empowering People, Inc.,
2000. Bringing out strengths in children (grades K – 12). www.empoweringpeople.com 800-456-7770.
Working With Challenging Parents of Students With Special Needs. Jean Chang Gorman. Corwin Press,
2004. Helping parents to understand and support their special needs child (grades K – 12).
www.corwinpress.com 800-233-9936.
Working With Parents. Ruby Payne. Aha! Process, Inc, 2005. Booklet with tips for communicating with
parents, 2005. (grades K -12; adult) www.ahaprocess.com 800-424-9484.
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