Transcript Slide 1

Working Together
School-Family-Community Partnerships
A Toolkit for New Mexico
School Communities
Module 3:
Enhancing Student Learning
Background
• The Toolkit was sponsored by New Mexico
Public Education Department (NMPED)
and developed by the Center for the
Education and Study of Diverse
Populations (CESDP)
• It is based on the six national standards for
family involvement of the National PTA
• It is available in hard copy, on CD and on
the web: www.ped.state.nm.us
www.cesdp.nmhu.edu
Overview of Six Toolkit Modules
1. Improving Communication
2. Promoting Positive Parenting
3. Enhancing Student Learning
4. Increasing Volunteerism
5. Supporting Decision Making
and Advocacy
6. Collaborating with the Community
Goals for Module 3
• Provide tools to measure and improve
school-family-community partnerships.
• Develop strategies to improve homework
relevancy and engage families in student
learning at home.
• Examine strategies for integrating
languages and cultures of students into
instruction.
• Review standards-based education and
strategies for communicating student
expectations.
New Mexico Teacher Competencies
• The New Mexico 3-Tiered Licensure
Competencies include competencies
and differentiated indicators that apply to:
Module 3:
Enhancing Student Learning.
• This training can assist in fulfilling
requirements for teacher Professional
Development Plans (PDP).
Competency 1
The teacher accurately demonstrates
knowledge of the content area
approved curriculum.
Relevant Master Teacher - Level III Indicator:
B. Teacher provides clear explanations
relating to lesson content and procedures
in multiple ways and is aware of
knowledge and preconceptions that
students can bring to the subject.
Competency 3
The teacher communicates with and
obtains feedback from students in a
manner that enhances student learning
and understanding.
Relevant Master Teacher - Level III Indicator:
A. Engages students in explaining and/or
demonstrating the relevance of topics
and activities.
Competency 4
The teacher comprehends the principles of
student growth, development, and learning
and applies them appropriately.
Relevant Master Teacher - Level III Indicator:
B. Selects the most effective teaching
techniques to address a variety of student
learning levels, rates, styles, and needs, as
well as diverse interests and backgrounds.
For more information and a complete listing of
competencies and leveled performance indicators
visit www.teachnm.org
Activity: Teacher Self-Assessment
• Divide into small groups of no more
than six.
• Individually, complete and date the
Teacher Self-Assessment Rubric for
Enhancing Student Learning included
in the handouts.
• Discuss findings as a small group and
record strengths and needs.
• Discuss how you may be able to use this
rubric in a teacher PDP.
• Report out to the group.
Why Learning at Home is Important
Results for Students:
• More positive attitude about homework
and school;
• Better homework completion; and
• Improved self-confidence as a learner.
Why Learning at Home is Important
Results for Parents:
• Improved knowledge of how to support,
encourage and help children at home;
• Deeper understanding of instructional
program and what children are
learning; and
• Increased discussion at home about
school, class work, and future plans.
Why Learning at Home is Important
Results for Teachers:
• Homework designs vary including
interactive assignments;
• Family time is respected;
• Recognition of helpfulness of ALL families
in motivating and reinforcing student
learning; and
• Increased satisfaction with family
involvement and support.
Adapted from Epstein et al., (2004)
Redefinitions of Familiar Terms
• “Homework” can mean not only work
done alone, but also interactive activities
shared with others at home or in the
community, linking schoolwork to real life.
• “Help” at home can include encouraging,
listening, reacting, praising, guiding,
monitoring, and discussing as well as
helping with homework activities.
Adapted from Epstein et al., (2004)
True or False?
10% more families involved in their child’s
education has more effect on student
learning than 10% more teachers in the
classroom.
Source: Playing Their Parts, www.publicagenda.com
Teachers Top Three Concerns Nationally
Teachers feel that families should:
1) check to make sure homework is
completed, done correctly, and offer child
help when needed.
2) set limits, provide structure, and hold
children accountable for behavior and
school performance.
3) monitor and set limits on TV watching,
computer use, and videogame playing.
Source: Playing Their Parts, www.publicagenda.com
Homework Struggles
What Families say:
• 50% of parents report having major fights
with yelling and crying over homework.
• 49% of families have walked away and let
their children deal with the consequences
of unfinished homework.
• 22% have done part of their child’s
homework because it was too difficult or
the child was too tired.
Source: Playing Their Parts, www.publicagenda.com
Activity: Homework Struggles
What Teachers Can Do
• Take time to teach homework
• Be flexible and individualize
• Involve parents
• Follow-up
Activity: In small groups review the handout:
Overcoming Homework Struggles
1. Discuss strengths and challenges of
strategies included.
2. Include additional successful strategies.
3. Prepare to share with whole group.
Activity: All About Homework
What Parents Can Do
• Activity: Take 15 minutes to review the
handout All About Homework and
respond to the following questions in
your small groups.
1. How might you use this tool with families?
What modifications would you make?
2. What strategies for supporting parents in
helping children with their homework have
been successful? What hasn’t worked
and why?
3. How can teachers and parents become
better partners in education?
Integrating Diverse Languages
and Cultures into Instruction
Students and parents may become more
engaged in learning at home if curriculum
and homework assignments incorporate
the perspectives and history of the ethnic
and cultural groups living in your
school community.
Source: James A. Banks, (1991)
Activity: Integrating Diversity
1. In a small group, review the handout
Integrating Culture and Language into
Instruction.
2. On chart paper, put the following
categories in four columns:
Contributions,
Additive,
Transformative, and
Decision Making/Social Action.
3. Review the examples of each category in
the handout and then as a group, list all
instructional strategies you have found to
be successful under each category.
A Brief Look at Standards
• Fairness and effectiveness are at the
heart of the rationale for academic
standards.
• Standards provide common language and
shared expectations for teaching and
learning.
• The NM Standards are available through
the Public Education Department (PED)
and the Center for the Education and
Study of Diverse Populations (CESDP).
Activity:
Defining and Implementing Standards
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In small groups review the handouts:
 Definitions of Standards, Benchmarks,
and Performance Standards
 Strategies to Implement
Standards-Based Education
 Questions and Answers About Student
Expectations in NM
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Discuss strengths and needs for
improvement in the implementation of
standards-based education in your school.
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Consider how you communicate student
expectations and the standards to families.
Best Practice Recommendations:
• Keep efforts focused on two-way
communication about homework.
• Integrate the languages and cultures of
the school community.
• Learn to recognize and build on the
strengths of families.
• Be clear with students and families about
NM Standards and Benchmarks and how
they guide teaching and learning.
Activity: Teacher Reflection
• Reflect on the workshop and the
strategies you have learned to enhance
student learning.
• Refer again to the
Teacher Self-Assessment Rubric.
• Then review the Teacher Reflection tool
for this module and take 10 minutes to
individually complete the Plan for
Improvement Column.
Inside the Toolkit
Teacher Tools Resources
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Worth a Click Links
Overcoming Homework Struggles
Tips for Homework Success
Integrating Culture and Language
Culture Friendly Classrooms
Standards-Based Education
Career Planning
Working with English Language Learners
Test Taking Skills
Inside the Toolkit
Family Tools Resources
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Worth a Click Links
How to Help Children Succeed in School
Tips for Parents
All About Homework
Children and the Internet
Helping Children with Reading at Home
Helping Children Prepare for the Future
Q & A About Student Expectations
All About New Mexico Standards
Why Standards Are So Important
Activity: Where do we go from here?
How can we use what we learned in
this workshop in our schools, homes,
and communities?
To Learn More:
• Access the complete School-Family
Partnerships Toolkit with resources,
references, and websites at:
www.ped.state.nm.us
www.cesdp.nmhu.edu
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Complete Evaluation Form