Instruction: 626 Module 2 Activity Building family-professional partnership

Identify the important information from the two perspectives you have just heard from the videos.

( 3-page minimum 12 point New Times Roman Font)

1. Describe Aaron’s priorities and concerns

2. Describe China’s priorities and concerns

3. Using information from the handouts and articles discribe how would work to promote a trusting family-professional partnership while keeping the individual priorities in mind?

 

Rubric For Weekly Homework

Rubric For Weekly Homework
Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeContent	3 pts Full Marks Writing contains insightful and or critical analysis. Discussion of implications for personal and professional functioning. 2 pts Points Adequate analysis. Discussion of implications for personal and professional functioning. 1 pts Points Partial/Superficial analysis related to required and identified factors. 0 pts Points No analysis.	3 pts
This criterion is linked to a Learning OutcomeOrganization and Style	3 pts Full Marks Organizes and synthesizes evidence to reveal insightful patterns, differences, or similarities related to the question. States a conclusion that is a logical extrapolation from the analysis of evidence/data presented. 2 pts Points Organizes evidence to reveal important patterns, differences, or similarities related to the question. States a conclusion focused solely on the analysis of evidence/data presented. The conclusion arises specifically from and responds specifically to the analysis of evidence/data presented 1 pts Points Organizes evidence, but the organization is not effective in revealing important patterns, differences, or similarities related to the question. States a general conclusion that, because it is so general, also applies beyond the scope of the analysis of evidence/data presented. 0 pts No Marks Lists evidence, but it is not organized and/or does not articulate its relation to the question. States an ambiguous, illogical, or unsupportable conclusion from analysis of evidence/data presented.	3 pts
This criterion is linked to a Learning OutcomeReadings	3 pts Full Marks Readings and videos from the module are referenced and discussed in the paper. New readings, websites or videos are referenced in the paper. References are present in proper APA format. 2 pts points Readings and videos from the module are referenced and discussed in the paper. References are present in proper APA format. 1 pts Points Readings and videos from the module are referenced and discussed in the paper. References are not present in proper APA format. 0 pts No Marks References to the readings or videos are not present in the paper.	3 pts
This criterion is linked to a Learning OutcomeGrammar and Mechanics	3 pts Full Marks Proficient use of grammar with minimal grammatical errors. Sentences are structured effectively and powerfully, with appropriate sentence style and length. Assignment contains 2 or fewer errors. 2 pts Points Writing consistently uses proper grammar, spelling, and punctuation. Most errors seem to be typos rather than patterns of error. Sentences are varied and appropriately constructed. Contains 3 – 5 errors. 1 pts Points Writing could improve with revision. Contains some errors in sentence construction and little variation in sentence structure. Writing includes some errors in usage and syntax, but most do not interfere with readability. Contains 6 to 10 errors. 0 pts No Marks Writing is at the level of a first draft, with numerous errors of usage and syntax that interfere with readability and meaning. Contains multiple errors in sentence structure and spelling. Contains over 10 errors.	3 pts
This criterion is linked to a Learning OutcomeTimeliness	3 pts Full Marks The document is posted by the assigned Module. 2 pts Points The document is up to 24 hours late 1 pts Points The document is up to 48 hours late 0 pts No Marks The document os over 48 hours late	3 pts
Total Points: 15

EXAMPLE:

Building family-professional partnership

Case Study: Aaron and China

Today, early childhood educators must be well-rounded if they are going reach as many children as possible and set them up on the right path for the rest of their academic career. It is not enough to merely know the curriculum and teach it; today’s early childhood educator will also be able to recognize issues specific to their students, including personal ones involving the family. After all, children who are deal with challenging personal and home life situations nearly always struggle with their academics compared to children who are not faced with this situation (Adams, 2000). This paper will consider the case study of China, Aaron Jr. and Aaron Sr. discussing the priorities and concerns each have; in addition, the paper will put forth recommendations for promoting a trusting family-professional partnership in this circumstance.

Aaron Sr.’s Concerns and Priorities

Based on the video, there are several priorities that Aaron Sr. has, and concerns that go along with them. In terms of priorities related to Aaron Jr. and the rest of his children, Aaron Sr. wants to make sure that they remain in the school program they currently are, since he views the program and the teachers as excellent. Outside of school, Aaron Sr.’s main priority relative to his five children is developing a “safe haven” at home, where they can avoid some of the challenging circumstances that exist in their neighborhood. A personal priority for Aaron Sr. is to counter the violence, poverty, and hunger that his family sometimes faces, insulating his children to the greatest degree possible. A primary concern for Aaron Sr. is ensuring that his twins are able to stay in the program, keeping them on the right track academically and personally. In addition, Aaron Sr. wants to make sure that issues such as clothing and permission slips are not forgotten, thus reflecting poorly on his children.

China’s Priorities and Concerns

As with many talented educators, China’s main priority is ensuring that her student Aaron Jr. is progressing as a student and as a person, and getting the most out of his educational experience to build a foundation for him going forward. A second priority articulated by China is involving Aaron Sr. in his son’s educational experience, understanding that when the family supports the student (particularly at such a formative age), the student will have a much greater chance of academic and personal success. China makes it clear that her biggest concern is bringing up Aaron Jr.’s struggles and behavioral issues with Aaron Sr. in a way that does not alienate the father. Additionally, China is concerned that Aaron Jr.’s home life may be causing some of his recent violent behavior, and is worried about environmental circumstances or, perhaps, that his siblings are being too rough with him.

Forming a Family-Professional Partnership

Fortunately for both Aaron Sr. and China, there are several proactive steps each can take in order to form a trusting family-professional partnership that will benefit all parties involved. The first step in the process is for China and Aaron Sr. to open up a direct line of communication; this communication should be consistent, judgment-free, and two-way (Christenson, 1998). As the case study notes, Aaron Sr. is a single father trying to raise five children, a task that is herculean in scope; it is perfectly understandable that Aaron Sr. may be unaware of the behavioral issues his son is experiencing at school. Weekly communication and progress reports will allow Aaron Sr. to understand what is going on at school, and give him the chance to ask questions of his teacher (Adams, 2000). For her part, China will be able to discuss these issues openly and honestly with Aaron Sr., developing trust through communication that will benefit everyone.

The next step in forming a trusting professional-family partnership is working together to set individual benchmarks for Aaron Jr. Every student is different and has different needs; as such, it is unreasonable to have each child evaluated by the same benchmark in many cases (Christenson, 1998). At the same time, teachers are busy and cannot tailor an individual lesson plan to each student. This is where the family comes in, taking the advice of the teacher and using it to help bolster the student’s weak areas, or areas of need, while they are at home. In this circumstance, benchmarks for behavior need to be set for Aaron Jr., particularly as it applies to his increasingly aggressive behavior towards fellow students, and ignoring of China when she talks to him about it. Later, benchmarks can be updated to include areas of academic weakness, or other behavioral traits that need to be addressed in order to ensure Aaron Jr. is on the right track. When parents and teachers work together to set benchmarks, and then communicate regularly about progress, the student is likely to achieve more.

A third step that China and Aaron Sr. need to take together to set their progress in concrete is maintaining the relationship beyond initial signs of progress (or failure). Consistency in communication, benchmarking, and follow-through is imperative if the changes that the family makes are going to continue in the long term and become habit (Adams, 2000). The best plans and most open communication will only have a modest impact if the teacher and family fail to be consistent with their efforts, working on a weekly or monthly basis to ensure the child’s progress is monitored. By taking these three steps, China and Aaron Sr. will be able to develop and nourish a trusting family-professional relationship.

References

Adams, K. S., & Christenson, S. L. (2000). Trust and the family–school relationship examination of parent–teacher differences in elementary and secondary grades.  Journal of school psychology,  38(5), 477-497.

Christenson, S. L. (1998). Differences in parent and teacher trust levels: Implications for creating collaborative family-school relationships.  Special Services in the Schools,  14(1-2), 1-22.