Interview three members or more of your genealogical, adoptive, or adapted family on a selection of questions to use. The goal is to remember and/or discover the environment in

STE 425 Spring 2024: Family and Community Programs

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DUE: Submit a (6) double-spaced written reflection in .pdf named:

Assignment #1:(3) Childhood Interviews with Reflection (Possible 15 pts on February 1, 2024 in class)

Submit as a .pdf to your Laulima DropBox before midnight Wed., March 31, 2004. (day before class)

Use the STE425 syllabus style requirements. Interview (3) members or more of your genealogical, adoptive, or adapted family on a selection

of questions to use. The goal is to remember and/or discover the environment in which you were raised, family values on education, and educational intentions. Please analyze your learning into statements made in the paper. Students will present in class and be responsible for sharing their

screen on Zoom and uploading the final Presentation to your Laulima Drobox by the due date and time.

ASSIGNMENT #1: Interview a minimum of (3) members of your genealogical, adoptive, or adapted family on the questions below. Your assignment is to feel and reflect heavily on what you know and might learn and to write about those reflections in your paper. Make your writing meaningful in each section-: (6) pages, (5) sections to answer the assignment. No one will ever see this except you and your instructor, but you can share it with whomever you want. Make this meaningful for you and understandable for your instructor. This assignment will be utilized in future Assignments and discussions

1. What did you think of what you learned? How did you react? 2. How do their answers match with what you know about Family and Community? 3. How does your family historically and currently feel about their education and schools? 4. Does your education and work match your family’s values? 5. How do your interviews inform you of your family’s feelings on disadvantaged, cultural or

race groups or generational poverty families and their children in education? Every family is different and no answer is ever wrong. Sometimes the answers can bring joy, satisfaction, shock, or concern, and it is up to us to place the knowledge in context for our work with all families and communities.

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Other QUESTIONS you might want to ASK if the interview is not progressing: • How would you describe our family? • What are or are our family’s big goals? • Is your glass half full or half empty? • What is our biggest fear? • What is our proudest accomplishment? What is our proudest accomplishment? • What did you want me to be when I grew up? • How does our family pass on information from elders? • How do we pass on life lessons? • Does our family have a “motto” – spoken or unspoken? • What would you change about our family if you could? • How does our family feel about schools? Education? • How do we handle family joy, happiness, humor, important discussions, hardship,

anger and other emotions? • How does our family participate in the neighborhood? In our community? In our

culture? • What would you change about our family if you could?

STE 425 Spring 2024: Family and Community Programs

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Undergraduate Division Learner Outcomes (ILOs) 1. Know — Breadth and Depth of Knowledge. Specialized study in an academic field of major. 2. Do — Intellectual and Practical Skills. Students improve their abilities to:2a. Think critically and creatively; 2b. Conduct research; 2c. Communicate and report 3. Values — Personal and Social Responsibility. Students demonstrate excellence, integrity, and engagement through:3a. Continuous learning and personal growth; 3b. Respect for people and cultures, in particular, Hawaiian culture; 3d. Civic participation in their communities. STE 425 Student Learning Objectives (new 1/2024)

1. Reflect on early childhood theory/practice, personal childhood, and first-family experiences to develop a philosophy of education that respectfully invites parents to form a community around the educational process.

2. Examine student diversity in early childhood settings to adapt and innovate on curriculum and instruction to meet the needs of a wide range of learners and their families.

3. Gather data and make recommendations for working with specific populations (e.g., special needs families, military families, LGBT families, Indigenous families, and immigrant families) to include and teach all children equitably.

4. Build on child, family, and community partnerships to collaboratively plan activities towards the emergence of choice, inquiry, exploration, and personally/culturally appropriate expression for the child.

5. Communicate openly with families in a culturally humble manner, inviting conversation and guidance on the education of their child.

6. Collaborate with fellow teacher candidates to collect literature, identify helpful organizations, and model partnerships with professionals who can assist in meeting the needs of children and their families.

7. Respond to current societal issues in a way that reflects equity and informs teaching practices. Become aware of the ever-changing environmental, cultural, and political conditions that govern our teaching activities and respond to our own bias and the bias of those around us accordingly.

8. In addition, teacher candidates and pre-education students are expected to demonstrate behavior consistent with the NAEYC Code of Ethical Conduct.

a. The Elementary Education Program Handbook can be found online on the BEd. Elementary Education website.

Hawaii Teacher Standards Board- InTASC Standards (2014) Hawaii Teacher Performance Standards Standard 9 – Professional Learning and Ethical Practice. *( License Track Requirement) NAEYC Professional Standards and Competencies for Early Childhood Educators (2020) Standard 6 – Professionalism as an Early Childhood Educator Standard 2: Family–Teacher Partnerships and Community Connections Standard 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices Standard 6 – Professionalism as an Early Childhood Educator National Association for Family, School, and Community Engagement (2021) NAFSCE Competencies #1-#8.

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Rubric 1 Does Not Meet Requirements

0-4 points Demonstrates Essential Competencies

5-9 points Exceptional 10-15 points

__ Reflection is unfocused and disorganized. Missing components. Feedback on the organization of ideas not incorporated.

__ Difficult to tell whether the student understands the research on the topic or knows how to apply it.

__ Difficult to locate sources based on citation provided. Not in APA.

__ Assignment clearly identifies and coherently supports ideas from within the literature base.

__ Information is organized and shares in a manner that makes clear what the literature base is used on the chosen topic. Application, is consistent with the research.

–– Choice of words is appropriate for a scholarly audience.

__ Uses direct quotes from publications sparingly and instead paraphrases or restates in own words.

__ Generally, applies APA formatting, minor mistakes for unusual types of citations

In addition to meeting essential competencies:

__ Writing demonstrates extensive knowledge and connections between content from course sessions, professional literature and practical implications.

–– Application from current field research is identified and cited. (within last 5 years)

–– All citations use appropriate APA formatting.

Rubric 2 Does Not Meet Requirements

0-4 points Demonstrates Essential Competencies

5-9 points Exceptional 10-15 points

___Reflection and transfer to work with family and community engagement appears vague or based primarily on personal opinion and experiences.

__ Information shared isn’t reflective of the body of research surrounding the topic.

__ Unable to articulate coherent tents to guide application to professional practice.

__Missing required citations or references are from questionable or tertiary sources that are mainly for a lay audience

__ Reflection on learning and transfer to work supporting the learning of children and family engagement demonstrates essential knowledge and ability to apply base of research and theory.

__ Shows ability to reflect on and develop tenets or principles to guide family and community engagement practices that apply the research in ways that are specific to place and the children, families and communities served.

__Can select credible professional references or evidence from own project documentation that reflects the current body of research. Distinguishes between primary and secondary sources for communicating with lay audiences. Is informed by multiple, reputable and relevant scholarly references.

In addition to meeting essential competencies:

__ Shows sophisticated level of understanding about the current research, trends and issues in the field related to family & community that reflects socio- cultural context (the families and neighborhoods where it occurs).

__ Exceptionally well read in relation to prominent researchers and findings.

__ Includes multiple specific examples to illustrate and elaborates on ideas.

__ Demonstrates sophisticated understanding of implications of necessary practices to address issues of inequity and social justice and to adopt strength-based approaches for supporting the needs of diverse and marginalized populations.

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__ Extensive resources inform reflection and tenets. Demonstrates breadth and depth of knowledge base. Exhaustive search of the literature to support tenents.

Rubric 3 Does Not Meet Requirements

0-4 points Demonstrates Essential Competencies

5-9 points Exceptional 10-15 points

__Violations of NAEYC Code of Ethical Conduct and professional standards.

__ Needs substantial guidance on how to in collaborate successfully with others. Behaves in a manner that makes others feel threatened.

__Unprepared for collaborative engagement because reading is not completed and assignments in process are submitted late, incomplete making it difficult to benefit from a process of giving and receiving feedback.

__Professional behavior consistent with NAEYC Code of Ethical Conduct and professional standards.

__Demonstrates essential skills to engage in collaborative, diplomatic dialogue.

__Reflects constructively on feedback from peers and instructors. Incorporates feedback in ways that strengthen student’s engagement with others. Also offers meaningful feedback in ways that enables others to improve their thinking.

In addition to meeting essential competencies:

__ Applies the HTSB, the NAEYC Code of Ethical Conduct, Professional standards and/or NAFSCE Core Competencies, and references these documents when reflecting on knowledge base and practices.

__Demonstrates high skills to engage in collaborative, diplomatic dialogue.

__Exemplary ability to model supportive, critical feedback that encourages professional growth in peers.

Rubric 4 Does Not Meet Requirements

0-4 points Demonstrates Essential Competencies

5-9 points Exceptional 10-15 points

__ Vague connection between course content and research and theory base of the field.

__Difficult to discern how the Institute has enhanced and refined knowledge, skills or dispositions for improving curricular pratices.

__Goals are inconsistent with ECE III professional standards for early childhood educators.

__ Meaningful application of course content consistent with the research and theory in the discipline.

__Develops principles or tenets (a philosophical orientation) to guide practice that are consistent with and research and professional literature.

__Critically analyzes Family and Community Engagement practices in light of research base. Provides a general justification for areas to improve and goals for improvement. Aligns with relevant standards and place relevant values or dispositions towards life and learning.

__Provides a general intent to collect documentation and assessment

In addition to meeting essential competencies:

__Reflection and practical application demonstrates sophisticated ability to transfer knowledge and transform family and community engagement practices. Assignment is based on a body of knowledge the incorporates multiple and complimentary perspectives. Grounded in extensive professional resources and primary source data.

___Philosophical orientation incorporates principles and tenets for teaching, learning and family/community communication that are both specific and at the same time universal. Articulateas a

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assessment data consistent with student learning. Describes general process analyze data and use it to assess improvment of practice.

__Demonstrate potential to transform family and community engagement schema and refine understanding based on new information.

synthesis of principles approaches, strategies and incorporate literature on place and culture based approaches that embrace indigenous knowledge and perspectives.

__Demonstrates intentional ability to impact practices (own and/or others) and engage in collaborative leadership in a manner that enhances Family and Community Engagement in programs for children and families in the service of supporting each child’s learning and development. Equity and voice for each person in learning community where you reside is at the forefront of a plan for Teacher improvement.

__Goals for improvement articulate standards and other relevant outcome setting documents that encompass specific professional standards to broader and place relevant values or dispositions towards life and learning. There is a sophisticated alignment that shows ability to address multiple levels of standards simultaneously.

__ To gather data are clearly aligned and consistent with philosophical tenets, and areas for student learning, and professional learning goals/outcomes. Process intentionally allows for pre-, formative, and summative self- assessment to inform professional growth.

Grading Rubric for Assignment 2– 30 points possible Does Not Demonstrate Essential Competencies

0-4 points

Meets Expectations 5-9 points

Exceeds Expectations 10-15 points

TOTAL ______ ____ points Note from Instructor: