Joyce L. Epstein is an integral figure within the research of school partnerships and parental involvement. Epstein (1995) identified t
Perfecting Partnerships
Joyce L. Epstein is an integral figure within the research of school partnerships and parental involvement. Epstein (1995) identified that school, family, and community are important “spheres of influence” on children’s development and that their education is enhanced when these spheres collaborate and work toward common goals. For this assignment, you are going to create a presentation summarizing Epstein’s six types of parental involvement that you can share with educators who are hoping to increase parent involvement.
To prepare for this assignment,
- Please refer to the Week 3 Guidance for further tips and examples that will support your success with this assignment.
- Review the ECD345 Week 3 Sample Download ECD345 Week 3 Sampleand ECD345 Week 3 Template Download ECD345 Week 3 Templatefor assistance.
- Read Chapter 6: Approaches to Family-Program Collaboration in Collaboration With Families and Communities.
- Read Epstein’s Framework of Six Types of InvolvementLinks to an external site..
In your nine- to 10-slide presentation (not including the title and reference slides), include the following:
- Describe the spheres of influence and the value of partnerships.
- Describe, in one slide each, the six types of parent involvement. Within each slide:
- Summarize the type of parent involvement.
- Describe at least two strategies for using the type of involvement in your current or future work.
- Identify two roadblocks that may prevent this type of involvement, and two suggestions for overcoming the roadblocks.
- Describe how Epstein’s work is culturally responsive and allows for diverse models of inclusion for all learners.
- Summarize how this model benefits children, schools, and parents/communities.
The Perfecting Partnerships Presentation
- Must be nine to 10 slides (not including title and references pages) and formatted according to APA style as outlined in the Writing CenterLinks to an external site.. For additional guidance and tips for building a presentation, see these tips for PresentationsLinks to an external site..
- Must include a separate title slide with the following:
- Title of Presentation
- Student’s name
- Course name and number
- Instructor’s name
- Date submitted
- Must use at least three scholarly resources in addition to the course text.
- The BA ECDDI Research GuideLinks to an external site. is a resource that has been developed to assist you in completing the library research required for this assignment. Click on the button titled ECD345 from the homepage of the research guide to gain access to additional resources that can support you with the development of your assignment.
- Must document all sources in APA style as outlined in the Writing Center. Please refer to the Citing Within Your PaperLinks to an external site. guide for further assistance.
- Must include a separate reference page that is formatted according to APA style as outlined in the Writing Center. Please refer to the Formatting Your References ListLinks to an external site. resource for further assistance.
Your Name
ECD 345: Family Systems and Community Resources
Instructor
Date
Perfecting partnerships
Include a properly formatted title slide..
Introduction
Epstein’s Spheres of Influence
Views the relationship between schools, families, and communities as overlapping spheres concerned about the success of a child (Vance, 2015)
Strong partnerships result in:
Increased academic success (Galindo & Sheldon, 2012)
Thriving communities (Auerbach, 2010)
Improved behavior and attendance (Tschannen-Moran, 2014)
Increased teacher efficacy (Haines, McCart, & Turnbull, 2013)
Throughout your presentation, cite your sources in APA style.
Parenting
Focuses on helping families create home environments to support learning (Epstein et al., 2009).
2 Strategies
Suggest home conditions that might support learning (Epstein et al., 2009).
Example: Create a designated space for reading.
Open house
This would allow families to understand school expectations, and allow the school to understand families (Epstein et al., 2009).
2 Roadblocks
Provide information to all families, not just those who can attend (Epstein et al., 2009).
Solution: Share information in-person, by phone, and by sending written resources home.
Enable all families to share information about their culture (Epstein et al., 2009).
Solution: Allow families to share in the most comfortable way, such as sharing a tradition or sharing a favorite book.
Include 2 specific strategies.
Include 2 roadblocks, along with a solution for each.
Communicating
Focuses on designing effective communications between school and home (Epstein et al., 2009).
2 Strategies
Parent-Teacher Conferences (Epstein et al., 2009).
Weekly student folder sent home for review (Epstein et al., 2009).
2 Roadblocks
Family Schedules
Solution: Provide a variety of options for conferences, such as different times/days, or phone conferences.
Language
Solution: Provide translations of important forms if needed.
Include 2 specific strategies.
Include 2 roadblocks, along with a solution for each.
Volunteering
Focuses on recruiting help from families (Epstein et al., 2009).
2 Strategies
Survey Families (Epstein et al., 2009)
Gather information about availability and interests.
Telephone Tree (Epstein et al., 2009)
Put a structure in place for all families to have important information.
2 Roadblocks
Family Schedules
Solution: Flexible schedule of daytime and evening events (Epstein et al., 2009).
Lack of Relevant Experience
Solution: Allow families to volunteer for a variety of activities (Epstein et al., 2009).
Include 2 roadblocks, along with a solution for each.
Include 2 specific strategies.
Learning at Home
Focuses on sharing information about how to support learning at home (Epstein et al., 2009).
2 Strategies
Setting learner goals (Epstein et al., 2009)
Discuss goals with families.
Activities for home (Epstein et al., 2009)
Share ideas for activities at home to support learning.
2 Roadblocks
Language
Solution: Provide interpreter if needed to discuss goals/progress.
Access to Materials
Solution: Provide materials with at home activities.
Include 2 specific strategies.
Include 2 roadblocks, along with a solution for each.
Decision Making
Focuses on including families in school decisions (Epstein et al., 2009).
2 Strategies
Active Parent Groups (Epstein et al., 2009)
Monthly Newsletters and Surveys
Keep families informed about events and policies. Allow families to provide feedback.
2 Roadblocks
Family Schedules
Allow parents to get involved by providing multiple meeting options.
Confidentiality
Be sure all feedback collected via surveys is anonymous.
Include 2 roadblocks, along with a solution for each.
Include 2 specific strategies.
Collaborating with Community
Focuses on including community resources and services to support learning and development (Epstein et al., 2009).
2 Strategies
Share information on upcoming community events.
Service to the Community (Epstein et al., 2009)
Example: Collect donations for local families, decorate a nursing home for holidays, etc.
2 Roadblocks
Transportation
Solution: Provide information about local transportation options.
Income
Solution: Allow for families to donate goods and/or time.
Include 2 roadblocks, along with a solution for each.
Include 2 specific strategies.
Culturally Responsive
Culturally responsive teaching
Refers to the ability of working effectively with families from diverse backgrounds (Wardle, 2013)
Epstein’s work is culturally responsive because:
It focuses on communication, which results in the educator becoming better informed about the values, beliefs, and traditions of different cultures (Joshi, Eberly, & Konzal, 2005).
An educator cannot be effective with families from diverse backgrounds without understanding the cultural background of those families.
Describe how Epstein’s work is culturally responsive.
Summary
This model benefits children, schools, parents, and communities:
Children
Increased academic success (Galindo & Sheldon, 2012)
Improved behavior and attendance (Tschannen-Moran, 2014)
Schools
Increased teacher efficacy (Haines et al., 2013)
Increased satisfaction with family engagement (Epstein et al., 2009)
Parents
Support from school and other parents (Epstein et al., 2009)
Self-confidence (Epstein et al., 2009)
Communities
Thriving communities (Auerbach, 2010)
Summarize how this model benefits children, schools, parents, and communities.
References
Auerbach, S. (2010). Beyond coffee with the principal: Toward leadership for authentic school-family relationships. Journal of School Leadership, 20, 728-757.
Epstein, J., et al. (2009). Epstein’s framework of six types of involvement. Partnership center for the social organization of schools. Retrieved from https://www.sps186.org/downloads/table/13040/6TypesJ.Epstien.pdf
Galindo, C., & Sheldon, S.B. (2012). School and home connections and children’s kindergarten achievement gains: The mediating role of family involvement. Early Childhood Research Quarterly, 27, 90-103.
Haines, S.J., McCart, A., & Turnbull, A.P. (2013). Family engagement within early childhood response to intervention. In V. Buysse & E. Peisner-Feinberg (Eds.), Handbook on response to intervention (RTI) in early childhood (pp. 313-324). New York, NY: Brookes.
Joshi, A., Eberly, J., & Konzal, J. (2005). Dialogue across cultures: Teachers’ perceptions about communication with diverse families. Multicultural Education, 13(2), 11-15.
Tschannen-Moran, M. (2014). Trust matters: Leadership for successful schools. San Francisco, CA: John Wiley.
Vance, N. (2015). Joyce Epstein’s school-family-community partnership model. Researcher Starters: Education.
Wardle, F. (2013). Collaboration with families and communities [Electronic version]. Bridgepoint Education.
Include a full references list.
image2.png
image3.png
image1.png
,
Your Name
ECD 345: Family Systems and Community Resources
Instructor
Date
Perfecting partnerships
Hint 1: This template is intended to guide you; however, you’re encouraged to add or delete from this format as long as you
Collepals.com Plagiarism Free Papers
Are you looking for custom essay writing service or even dissertation writing services? Just request for our write my paper service, and we'll match you with the best essay writer in your subject! With an exceptional team of professional academic experts in a wide range of subjects, we can guarantee you an unrivaled quality of custom-written papers.
Get ZERO PLAGIARISM, HUMAN WRITTEN ESSAYS
Why Hire Collepals.com writers to do your paper?
Quality- We are experienced and have access to ample research materials.
We write plagiarism Free Content
Confidential- We never share or sell your personal information to third parties.
Support-Chat with us today! We are always waiting to answer all your questions.
