Syllabus for EDL-690
DEVELOPING SCHOOL AND COMMUNITY PARTNERSHIPS
Developing School and Community Partnerships explores the family and community factors that affect teaching and learning. The course examines how school initiatives can enhance family and community supports for children's learning. Students learn how to nurture a sense of "school community," garner public support, increase parental involvement, and engage community agencies as educational partners. Students learn to design school initiatives to strengthen productive ties with families and the community.
Ultimately, students will be developing competencies as educational leaders as outlined in the Interstate School Leaders Licensure Consortium (ISLLC 1, 2, 4. 5. 6) and New Jersey Department of Education (NJDOE 1, 2, 4, 5, 6) standards.
Upon successful completion of this course, you should be able to:
You will need the following materials to do the work of the course. The Epstein textbook is available from the College's textbook supplier, MBS Direct.
Other Required Readings
Links to assigned research articles will be provided as appropriate in the module study materials.
Reference Web Sites
Electronic Portfolio Registration
As a capstone experience in the Educational Leadership program, you will prepare an electronic portfolio that demonstrates your incremental achievement of the program standards. Each course in the program helps you to identify artifacts to place in your portfolio on completion of the course. To this end, you are required to purchase an electronic portfolio registration code upon your entry into the Master of Arts in Educational Leadership program. Basic directions for purchasing access to and using your electronic portfolio are posted within the Educational Leadership Students Organization (online community).
Developing School and Community Partnerships is a three-credit online graduate course, consisting of five (5) modules. Modules include an overview, topics, learning objectives, study materials, and activities. Module titles and topics are listed below.
Parent-child relationships and how they influence the child's school learning
Routines of family life and how they influence the child's school learning
Family expectations and supervision and how they influence the child's school learning
Self-efficacy perception for parents and for children and the effects on school learning
Program design and evaluation
Practical school initiatives to build "school community"
For your formal work in the course, you are required to participate in online discussion forums, complete written assignments, and complete self-quizzes. See below for more details.
Consult the course Calendar for assignment due dates.
Each module in the course has an online class discussion forum.
Online discussions provide an opportunity for you to share your findings on a topic or question with your classmates. You are expected to post a well-reasoned and thoughtful reflection for each item, making reference, as appropriate, to that which you have read. Discussion forum interactions promote development of a community of learners, critical thinking, and exploratory learning.
Please participate in online discussions as you would in constructive face-to-face discussions. You are expected to post well-reasoned and thoughtful reflections for each item, making reference, as appropriate, to your readings. You are also expected to reply to your classmates' posts in a respectful, professional, and courteous manner. You may, of course, post questions asking for clarification or further elucidation on a topic.
Click link for an Evaluation Rubric.
There are three types of written papers that you will submit for this course: 5 minor papers; 3 major papers with designs, including PowerPoint and narrative presentations; and 2 major research papers. These activities are your opportunity to demonstrate understanding of each module as it relates to the course and to the field of study as a whole. You are encouraged to incorporate any resources you have found and are required to use APA format for your work.
Minor Written Papers
The five (5) minor papers require you to prepare and submit descriptions, explanations, and/or syntheses of a particular topic related to the modules. Length ranges from two to three pages (500–750 words). Please be sure that you address all parts of the question or questions you are being asked to respond to. Be sure to give appropriate credit (in APA style) to any sources of information you consult.
Full instructions for completing each minor written paper are found within the appropriate module.
Evaluation rubrics (click respective links):
Major Papers with Designs
Each of the three (3) major papers with designs require that you prepare a 7-page paper in which you complete one or more designs. Your paper should include all the elements of the activity and demonstrate an understanding of the underlying purpose and concepts.
In addition to the paper, you are asked to prepare and submit a five-minute PowerPoint presentation and accompanying narrative of your paper, in which you demonstrate your understanding of the design topic.
Also, you are asked to share with your cohort the PowerPoint and narrative through the appropriate class
Directions about these papers and topics are located within the appropriate module.
Evaluation rubrics (click respective links):
Major Research Papers
Each of the two (2) major research papers requires that you prepare a 7-page paper in which you synthesize research articles of your choosing on the assigned topic. You will be presented with several topics from which to choose.
Full instructions for completing each major research paper are found within the appropriate
Evaluation rubrics (click respective links):
As a supplement to your reading activities and Web research, you are asked to complete a multiple-choice self-quiz before you begin each module; you are then asked to repeat the quiz after you have completed the module as a way for you to check your comprehension of the concepts of the module. These self-quizzes are ungraded. If you get a question wrong, go back to the relevant reading and study that section until the concepts are clear to you.
The principal artifacts for this course are the three major papers with designs. Accompanying the artifact is a reflective narrative that describes the process and how the artifact meets specific standards and prepares you for school leadership.
Upload your artifact to your electronic portfolio, and be certain to indicate its alignment to the applicable ISLLC standards.
Your grade in the course will be determined as follows:
All activities will receive a numerical grade of 0–100. You will receive a score of 0 for any work not submitted. Your final grade in the course will be a letter grade. Letter grade equivalents for numerical grades are as follows:
To receive credit for the course, you must earn a letter grade of C or higher on the weighted average of all assigned course work (e.g., assignments, discussion postings, projects, etc.). Graduate students must maintain a B average overall to remain in good academic standing.
First Steps to Success
To succeed in this course, take the following first steps:
Consider the following study tips for success:
Students at Thomas Edison State College are expected to exhibit the highest level of academic citizenship. In particular, students are expected to read and follow all policies, procedures, and program information guidelines contained in publications; pursue their learning goals with honesty and integrity; demonstrate that they are progressing satisfactorily and in a timely fashion by meeting course deadlines and following outlined procedures; observe a code of mutual respect in dealing with mentors, staff, and other students; behave in a manner consistent with the standards and codes of the profession in which they are practicing; keep official records updated regarding changes in name, address, telephone number, or e-mail address; and meet financial obligations in a timely manner. Students not practicing good academic citizenship may be subject to disciplinary action including suspension, dismissal, or financial holds on records.
Thomas Edison State College expects all of its students to approach their education with academic integrity—the pursuit of scholarly activity free from fraud and deception. All mentors and administrative staff members at the College insist on strict standards of academic honesty in all courses. Academic dishonesty undermines this objective. Academic dishonesty takes the following forms:
Academic dishonesty will result in disciplinary action and possible dismissal from the College. Students who submit papers that are found to be plagiarized will receive an F on the plagiarized activity, may receive a grade of F for the course, and may face dismissal from the College.
A student who is charged with academic dishonesty will be given oral or written notice of the charge. If a mentor or College official believes the infraction is serious enough to warrant referral of the case to the academic dean, or if the mentor awards a final grade of F in the course because of the infraction, the student and the mentor will be afforded formal due process.
If a student is found cheating or using unauthorized materials on an examination, he or she will automatically receive a grade of F on that examination. Students who believe they have been falsely accused of academic dishonesty should seek redress through informal discussions with the mentor, through the office of the dean, or through an executive officer of Thomas Edison State College.
Using someone else's work as your own is plagiarism. Although it may seem like simple dishonesty, plagiarism is against the law. Thomas Edison State College takes a strong stance against plagiarism, and students found to be plagiarizing will be severely penalized. If you copy phrases, sentences, paragraphs, or whole documents word-for-word—or if you paraphrase by changing a word here and there—without identifying the author, then you are plagiarizing. Please keep in mind that this type of identification applies to Internet sources as well as to print-based sources. Copying and pasting from the Internet, without using quotation marks and without acknowledging sources, constitutes plagiarism. (For information about how to cite Internet sources, see Online Student Handbook > Academic Standards > "Citing Sources.")
Accidentally copying the words and ideas of another writer does not excuse the charge of plagiarism. It is easy to jot down notes and ideas from many sources and then write your own paper without knowing which words are your own and which are someone else's. It is more difficult to keep track of each and every source. However, the conscientious writer who wishes to avoid plagiarizing never fails to keep careful track of sources.
Always be aware that if you write without acknowledging the sources of your ideas, you run the risk of being charged with plagiarism.
Clearly, plagiarism, no matter the degree of intent to deceive, defeats the purpose of education. If you plagiarize deliberately, you are not educating yourself, and you are wasting your time on courses meant to improve your skills. If you plagiarize through carelessness, you are deceiving yourself.
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