COLEGIO DE DAGUPAN

Institute of Graduate Studies

Arellano St., Dagupan City

MASTER IN EDUCATION
Major in Educational Leadership and Management

COURSE SYLLABUS

SUBJECT: MED 10 - DIMENSIONS AND FRAMEWORK OF ACADEMIC

EXTENSION AND COMMUNITY RESOURCES/RELATIONSHIPS

CREDIT: 3 UNITS

TIME
54 HOURS
ALLOTMENT:

I. COURSE DESCRIPTION:

Theory and practice in joining families, communities, and schools in promoting

children’s learning development and success in school; strengths and need of families in a
diverse, multicultural society; teachers’ roles with other disciplines in supporting families
and building partnerships; and connection with community resources.

The purpose is to investigate techniques and strategies for developing and

implementing effective home, school and community communication and collaboration.
Emphasis will be placed on methods to communicate effectively with families from a variety
of cultural backgrounds.

II. COURSE OBJECTIVES:

After the completion of this course, graduate students shall be able to:

1. Understand the importance of collaboration in promoting the teacher-parent

relationship.

2. Express a comprehensive view of the importance of the parent/ teacher/

administrator relationship to a child success in school.

3. Be able to critically reflect upon the relationship between the child, the family,
the school and the community.
 4. Develop an awareness of resources available to families.

5. Formulate strategies for working effectively with school administrator in

involving parents in the decision-making process.

6. Demonstrate effective written and interpersonal communication skills.

7. Develop a table of contents for a parent/teacher handbook or a parent/teacher

newsletter.

III. COURSE CONTENTS:

1. INTRODUCTION

 Overview of Course

2. INTRODUCTION TO FAMILIES

 Diversity of Family Experience

 Families Today- Definitions, Demographics and Trends
 Parenting – Roles and Emotions

3. TEACHER – FAMILY PARTNERSHIP

 Family Involvement
 Benefits of Teacher-Family Partnership
 Potential Barriers to Teacher-Family Relationships
 Negative parent attitudes towards school
 Negative attitudes towards families and family involvement
 Foundations of a Successful Relationship

4. METHODS FOR DEVELOPING PARTNERSHIP

 Informal Communication Methods

 Parent-Teacher Conferences
 Home Visits
 Families in the Classroom
 Parent Education
 “It Takes a Village”

5. SHARING POLICIES AND PROCEDURES CREATING AN EFFECTIVE

PARENT HANDBOOK

 Characteristics of a School Handbook

  Developing a Handbook: A shared Process

6. ASSESING AND REPORTING PUPIL PROGRESS

 Assessment and Evaluation Information Related to Pupil Performance

 Informing Parents of the Child’s Development and Academic Status
 Incorporating Parent Input into Assessment and Evaluation

7. EFFECTIVE SCHOOL MODELS OF FAMILY INVOLVEMENT

 Building a Collaborative Environment

 Use of Technology to Link Families
 Establishing Family Resource Centers

8. MAKING A PARTNERSHIP WORK

 Working with Families From Diverse Backgrounds

 Working with Families in Particular Circumstances – Cases of
children-at-risk
 Resolution of Attitudes and Behaviors
 School Governing Council

IV. METHODOLOGIES:

 Lecture Method
 Reportorial Method
 Individual Research
 Group Research

V. COURSE REQUIREMENTS:

Active Participation 15%

Oral Reporting 20%
Research Work 25%
Examination 25%
Attendance 15%
TOTAL 100%

VI. REFERENCES:

Andrus, E. (1996). Service learning: Taking students beyond community services. Middle
School Journal, 28(2), 10-18
Berger, E.H. (2012). Parents as Partners in Education: Families and Schools Working
Together, 8th edition. Upper Saddle River, New Jersey: Pearson.
Boutte, G.S., Keepler, D.L., Tyler, V.S., & Terry, B.Z., (1992). Effective techniques for
involving difficult parents, Young Children, 47(3), 19-22

Cairn, R., & Cairn, S. (1999). Service learning makes the grade. Phi Delta Kappan, 66-
68.

Downs, A. (2001). It’s all in the family-middle schools share the secrets of parent
engagement. Middle Ground, 10-15

Epstein, J. (1996). Improving school-family-community partnerships in the middle

grades. Middle School Journal, 28(2), 43-48

Epstein, J. (1995). School, family, community partnerships: Caring for the children we
share Phi Delta Kappan, 701-712. ED343715

Epstein, J., Coates, L., Salinas, K. C., Sanders, N.G., & Simon, B.S. (1996). Partnership-
2000 school manual: Improving school-family-community connections. Baltimore Center
on Families, Communities, Schools an Children’s Learning: John Hopkins University.

Hamilton, S., & Hamilton, M. (1997). When is learning work-based. Phi Delta Kappan,
677-681

Rhoder, C., & French, J. (1999) School –to-work, making specific connections. Phi Delta
Kappan, 534-540

Thompson, S. (1995). The community as classroom. Educational Leadership, 17-20

JIMMY A. LAROYA,Ph.D.
Professor