School and the
Community
__________________________________________________________________
EDAD 676
Bill Behrens Ed. D.
Professor, Educational Leadership
La Sierra University
School of Education Department of Administration & Leadership
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LA SIERRA UNIVERSITY
School of Education
Department of Administration and Leadership
EDAD 676: School and the Community (3 credits)
Cohort Class 2015
Professor
Dr. Bill Behrens
Contact Information
Phone (951) 201-8575
Email Wbehrens@lasierra.edu or billbehrens1@gmail.com
Department of Administration & Leadership Mission
The Department of Administration & Leadership seeks to prepare moral leaders who pursue
excellence rather than accept mediocrity, focus on service for the common good rather than
personal glory, seek truth rather than power, and exercise authority on principle rather than
expediency.
Course Information
A. Bulletin Course Description
A study of the school as it relates to its community. Includes an emphasis on effective
communication and understanding of the diverse cultural and ethnic dimensions of the
community.
B. Textbooks
Coleman, Mick, Empowering Family-Teacher Partnerships: Building Connections Within
Diverse Communities. Thousand Oaks, CA: SAGE Publications, Inc.
C. Course Objectives:
This course focuses on issues and responsibilities relating to the organization and
administration of a school community relations program at the school building and to a more
limited extent the school district level. Attention is given to administrative tasks, duties, and
responsibilities needed to conduct an effective school community relations program and
research supporting school community interaction. The intent of an effective school/community
relations program is to involve all stakeholders in collaborative efforts and activities that are
ultimately intended to bring about school improvement and increased student success.
Emphasis is placed on the need for effective communication with an understanding of the
cultural and ethnic dimensions of the community.
This course will enable students to achieve the following objectives in harmony with the stated
ISLLC standards
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Development, articulation, implementation, & stewardship of a shared vision. (ISLLC 1)
1. Acquire knowledge and understanding of effective communication
2. Develop effective consensus-building and negotiation skills
3. Use relevant demographic data pertaining to students and their families in developing the
school mission and goals
School culture and instructional program that supports student learning and nurtures
professional growth. (ISLLC 2)
4. Gain a knowledge and understanding of diversity and the benefits it brings to the school
community and for the educational program
5. Understand the change process for systems, organizations, and individuals
6. Regularly assess the school culture and the instructional program to ensure that they meet
the needs of students and their families
Promote the success of every student by ensuring management of the organization,
operation, and resources for a safe, efficient, and effective learning environment. (ISLLC
3)
7. Believe in, value, and commit to the inclusion of all members of the school community in
decision-making for the school
8. Facilitate processes and engage in activities ensuring that the vision and mission of the
school are developed with and among stakeholders and are effectively communicated to staff,
parents, students, and community members
9. Understand the importance of promoting and protecting the welfare and safety of all staff and
students and focusing all internal and external systems on enhancing student achievement.
Collaborating with diverse community members and groups. (ISLLC 4)
10. Develop an understanding of the conditions and dynamics of the diverse school community
and the community resources
11. Become aware of successful models of school, family, business, community, government
and higher education partnerships
12. Seek to identify and nurture positive relationships with community leaders and facilitate
communication and active involvement with the larger community
13. Support the school and community serving one another as resources and ensure that all
community stakeholders are treated equitably
Modeling a personal code of ethics and developing one’s professional leadership
capacity. (ISLLC 5)
14. Believe in, value, and commit to bringing ethical principles to the decision-making process
15. Develop a caring school community
16. Use the influence of one’s office constructively and productively in the service of all students
and their families
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D. Course Evaluation
In-class participation = 10% of the course grade
Annotated Bibliographies (2) = 10% of the course grade
School and Community Project = 25% of the course grade
School and Community Product = 25% of the course grade
Signature Assignment = 30% of the course grade
E. Grading scale:
Grades will be computed from the weighted scores and letter grades will be assigned as follows:
100 - 95% = A
94 - 90% = A89 - 85% = B+
84 - 80% = B
Students should know and remember that, in accordance with the policy published in the
Graduate Bulletin, a grade below a B in any course that is required for one’s program is not
considered a passing grade.
Additional Information:
F. Academic Honesty
Because scholars communicate, consider ideas, and contrast understandings in writing, it is
important to be able to rely on each other in an atmosphere of openness, trust, and clarity. The
proper use of citations allows colleagues to double-check one’s interpretation of someone else’s
work, or to follow-up in greater depth if interested in a particular idea. For this reason, academic
honesty is of critical importance. It is important to use quotation marks where needed and to cite
the source of all significant ideas, concepts, paraphrases, and quotations. The standard is APA
format. A good and convenient online source for information is
http://owl.english.purdue.edu/owl/resource/560/01/.
The violation of any of these principles is academic dishonesty. Academic dishonesty includes
the giving, taking or presenting of information or material by a student with the intent of
unethically or fraudulently aiding oneself or another person on any work which is to be
considered in the determination of a grade or the completion of academic requirements.
The students and faculty of La Sierra University believe that the willingness of students to affirm
and adhere to the essential values of honesty and integrity in all their academic endeavors is
exemplified in the following Academic Integrity statement:
G. Mutual Respect
In the spirit of mutual respect, it is important that both the professor and each student come to
class prepared, having investigated and thought about the topic for the day so that we will not
waste each other’s time. Additionally, on the assumption that each of us has adequately
prepared for class, comments, questions, observations, and ideas need to be treated with
respect and carefully considered so that each of us, professor and students alike, can continue
to learn and develop our ability to lead and serve.
H. Attendance / excused absences
Because learning at the graduate level is primarily a community activity in which students
engage in discussion and analysis of ideas as a group, it is assumed that you will only miss
class in the case of an emergency. While there may be unavoidable reasons for an absence,
the professor makes no distinction in his grading between excused and unexcused absences.
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I. Make-up and late work
Whether you are in class or not, you are responsible for the content. Be sure to contact a
classmate to catch up on what you missed if you must miss all or part of a class session.
It is expected that assignments will be submitted on, or before, the due date, either in person or
electronically. If your assignment is turned in after the due date, the grade will be reduced by at
least 10% per day in order to be fair to those who turned in their assignments without the benefit
of extra time for refinement of their work.
J. Special Assistance:
Students with documented physical or learning disabilities should inform the instructor of their
needs at the beginning of the term. All such requests are coordinated by the Learning Support
and Testing Center. Please refer to the appropriate section of the current edition of the
Graduate Bulletin for LSU’s full policy statement on assistance.
K. LiveText
An active LiveText membership is a required resource for this course because at least one
assignment must be submitted electronically using this online platform. LiveText is used by the
University to demonstrate the quality of our academic programs, improve the teaching and
learning process, and maintain accreditation. You have the opportunity to use your account for
secure online storage of all your academic work and to create digital documents such as
electronic portfolios or reflective journals, which can be shared with prospective employers or
other parties.
You can purchase your membership online through the School of Education for $100. LiveText
will be a required resource in several different courses throughout your program, and you can
use the same account for any course that requires it for up to five years, so you only need to
purchase the account one time. If you already have an active LiveText membership, you do
not need to purchase another one. After five years, you can choose to extend your membership
if you need it for additional coursework or would like to maintain it for your personal use.
Course Assignments
Annotated Bibliography (2) — (5 points each)
1. Locate several articles in scholarly periodicals regarding the connections among schools,
teachers and students. Determine which of the articles have merit.
2. Complete an Annotated Bibliography (AB) for the top two articles. Complete a separate
Annotated Bibliography for each article.
3. The Annotated Bibliography will include:
a. A correctly formatted reference that meets APA standards.
b. A 1-2 page document that will include a summary and a review of the article. The
document will utilize APA formatted headings and sub-headings.
c. The summary will include:
i. An overview of the article
ii. A description of key elements of the article
iii. The significance of the article
iv. Other information you feel is important.
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d. The review will include:
i. Your position on the article (do you support or reject the position presented)
ii. The strengths and weaknesses of the article
iii. The connections to schools/teachers/students
iv. The implications for use at your school
v. Other elements of importance.
School and Community Project—(25 points)
Design a project that focuses on providing support to the families and school in helping
the students reach their academic potential.
In planning the project address the following:
a. The purpose of the project
b. The goals (SMART goals)
c. The role of the school and the community/family in the project
d. The process used to accomplish the goals
e. Expected benefits to the families and the school
f. Draw support for the project from the literature (use at least 3 citations)
g. Interview included
The project report will address each area listed above. (5-7 pages APA format)
School and Community product – (25 points)
Develop a product that relates to an aspect of schooling that has implications for
school-community relations.
Examples include:
 Develop a video presentation relating to a new program or activity at your school.
 Design a handbook for a school program.
 Develop a newsletter for a specific program.
 Develop a marketing brochure regarding the school or a specific program.
All products should be oriented toward helping schools, families, parents and/or
members of the community know more about school programs, curriculum, planned
activities, etc. Write a one to two page explanation of the product and provide a
sample of the actual product.
Signature Assignment: (30 points)
(LiveText Submission)
Choose either (A) or (B) below and submit the assignment via LiveText.
A. Interview report (30 points)
Interview a parent, a teacher and a school principal (3 different people). Write a
report that highlights lessons learned from the interviews. The interviews should
focus on the relationships among all stakeholders. This Signature Assignment paper
should highlight connections between issues discussed during the interview and
issues addressed in the course content. A key element of this assignment is the need
to build relationships among schools, families and the community. Ensure there is a
focus on improving the academic performance of the students.
(5 - 10 pages, APA format)
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Or
B. Current Issue paper (30 points)
Write a paper on a selected current issue related to School/Family Partnerships.
Provide in depth information regarding the issue addressing the following:
Why this issue exists and why this is a significant issue
Who is engaged and affected by this issue
What are the key elements of the issue
Where is the issue occurring. Provide in depth information regarding the setting
(school and community).
How the issue developed and how this issue can be improved/solved.
Use at least 3 scholarly sources to support your discussion.
(5 to 10 pages, APA format)
Note: Submit all written assignments via Blackboard. All written assignments will meet APA
standards. All written assignments will include an introduction, body and conclusion.
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EDAD 676 School and Community Class Schedule
Date
Topics
Assignments due/Readings
Day 1
Nov. 15
Introductions/Syllabus review/Blackboard use
(Discuss assignments & negotiate due dates)
The Role of School and Community Connections
The Politics of School and Community
Relationship
Family Involvement introduction
Annotated Bibliography #1
Day 2
Nov. 16
Family Involvement
Benefits of family involvement
American Public Schools
American Communities
School Success Discussion
Chapters 3 & 4
Day 3
Jan. 17
Family Lives in Contemporary Society
Diverse family structures
Diversity in Community
Socio-political issues within a diverse community
Annotated Bibliography #2
Day 4
Jan. 18
Family Lives in Contemporary Society
Diverse family structures continued
Community Participation in School Governance
Civic Purposes: Toward the Community Ideal
Chapters 8 & 9
Day 5
Apr. 10
Planning and Facilitating Family Involvement
Family involvement challenges
Welcoming environments
Chapters 10,11,12
Day 6
Apr. 11
Planning and Facilitating Family Involvement
Seventh-day Adventist Schools
Reinvention of Schools
Linking Family and Community Involvement to
student learning
Discuss student produced projects and products
Evaluation & Closure
Chapters 13 & 14
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Chapters 1 & 2
Chapters 5,6,7
Appendix
Scoring Graduate Level
Formative Writing Assignments
While the specifics of scoring any particular assignment will include other variables, some of
which are mentioned at the end of this page, the following descriptions provide foundational
guidelines used for scoring formative papers and other assignments.
70%
=
Student accomplished the basics of the assignment and wrote an answer of
reasonable quality. Response leaves some aspects of the question unaddressed
or addressed unclearly.
80%
=
Student answered the basic question(s) in a fundamental manner as might be
expected from a thoughtful professional educator who has not engaged in specific
study of the issue. There may be some internal inconsistencies in the response.
Student’s answer restates or summarizes what was read and/or discussed and
may include application to, or comparison with, the student’s own experience.
90%
=
Student provided a fairly comprehensive answer to the question. Answer goes
beyond the information contained in the assigned readings and/or the student’s
personal experience and opinions. Response demonstrates some critical reflection
or additional reading. Critical reflection includes a comparison and/or contrast with
research and/or theories of others in the field. Answer is clear with only minor, or
one or two, assertions that are inadequately supported, that are unclear, or that
appear to lack total internal consistency. Few typos or grammatical issues exist.
100% =
Student provided a comprehensive, clear, and reflective response to the question.
Virtually no inadequately supported assertions. Terms are well defined, and there
are no internal inconsistencies – large or small. Answer demonstrates that student
has read the assigned texts, and has spent significant time critically analyzing and
reflecting on the authors’ proposals and/or has done supplemental reading and
included it in the response. It is clear that the student has critically evaluated the
idea and has shown how it corresponds, corrects, or disagrees with the research
and/or theories of others in the field. Follow-up questions and arguments are
anticipated and addressed. Virtually free of typos or grammatical issues.
Other Factors Might Include:
1.
2.
3.
4.
Was the assignment correctly understood and completed?
Was the assignment submitted on time?
Were facts and information correct and accurate?
Were the analysis, synthesis, and evaluation of a level that is appropriate to a doctoral
student?
5. Was the response one that could just as easily have been written by an intelligent
person “off the street” who has not engaged in the course?
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APA Basics
Typing Style and Guidelines
The items listed here provide a brief and incomplete overview of selected composition and style
guidelines. Please consult the American Psychological Association (APA) Style Manual (6th
edition) for more complete information on preferences not expressed here.
1.
Margins and Line Spacing
 All text should be double-spaced.
2.
Citations


A.
B.
Do not use footnotes
Utilize in-text citations in one of the forms of the following three examples:
A recent study (Smith, 2010) showed that…
In a recent study, Smith (2010) showed that…
C. In a study conducted in 2010, Smith showed that…
3.

Headings
You are encouraged to use as many levels and headings as are helpful to you in organizing your
topical presentations. APA format will be utilized and in general a three tier hierarchical order of
use would be as follows:
This is an Example of an APA Level One Heading
This is an Example of an APA Level Two Heading
This is an Example of an APA Level Three Heading
4.


Page Numbers
First page (centered one double space below the last typed line)
Succeeding pages (flush right, one double space above the first typed line)
5.
Reference List
The final list of references should be placed at the end of the body of the monograph on a new page
arranged alphabetically in the APA bibliographic style. Basics include: left justified, double spaced, lines
two and beyond are indented five spaces.
Additional information:
 The title is not in bold. Only the headings at Levels 1–4 use bold.
 Every paper begins with an introduction. However, in APA Style, the heading “Introduction” is not used,
because what comes at the beginning of the paper is assumed to be the introduction.
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