COLLABORATIONIDA JANISEDUC/545

JANUARY 23, 2017RICH MERLO

Characteristics of Effective Collaboration

Trust “If the teacher and parents begin to develop trust and comfort with each other, it might lead to a more comfortable and mutual exchange of ideas and joint planning between adults at home and at school, (Amatea, p. 30).”

Characteristics of Effective Collaboration

Bridge Learning“The seminal work of Moll, Amanti, Neff, and González (1992) , described in Chapters 1 and 3, is an example of a way in which home “knowledges” can be used as resources for learning and engaging children in school. (Amatea, p. 234).”

Characteristics of Effective Collaboration

Communicate Efficiently “Time is taken to build trust and engage in regular communication. Educator and caregiver share information and communicate openly about concerns, expectations for child, and so on. (Amatea, p. 36).”

Fostering Collaboration & InvolvementBetween Parents, Families, & Schools

Parent SurveysTaking a parent survey allows the teacher to get to know the student and the community and incorporate it into lesson plans.

(Amatea, P. 240)

Fostering Collaboration & InvolvementBetween Parents, Families, & Schools

Funds of Knowledge The teacher brings in knowledge that the student has gathered form his or her home and community and incorporates it into daily activities and lessons during class. This acts as a motivational tool.

(Amatea, P. 234)

Approaches to promote school-home connections Go beyond the classroom: "Organizing a social

event, providing needed services, or establishing a space for families to meet together are some of the ways that schools have provided structures for community building and social action. For example, one parent resource center known as the Rainmakers was operated by parents within an elementary school who took on the role of helping their neighbors successfully fight rent increases that occurred in their low-income community (Turnbull & Turnbull, 2005) (Amatea, P. 191).”

Approaches to promote school-home connections Bring the home into the books: "Unlike what

occurs frequently in mainstream educational settings, in which instruction is monolingual and reflects the dominant U.S. culture, in the Libros project, migrant children's language, culture, and life experiences informed the work and interactions of the participants. In short, the lives of the children were reflected in the pages of the books (Amatea, P. 237)."

Approaches to promote school-home connections Don’t wait for them; go to them: "The

principal, Ms. Tedesco, recognized the difficulty of speaking with parents and caregivers from Haitian backgrounds and subsequently wrote and received a grant so she could learn Haitian Creole and communicate more effectively with parents and caregivers in their home language (Amatea, P. 238)."

Ethical issues

The code of ethics from National Education Agencies (AAE, 1994-2016)

PRINCIPLE I: Ethical Conduct toward StudentsThe professional educator accepts personal responsibility for teaching students character qualities that will help them evaluate the consequences of and accept the responsibility for their actions and choices. (Sharkey, 2016)

Ethical issues

The code of ethics from National Education Agencies (AAE, 1994-2016)

PRINCIPLE II: Ethical Conduct toward Practices and Performance

The professional educator assumes responsibility and accountability for his or her performance and continually strives to demonstrate competence.(Sharkey, 2016)

Ethical issues

The code of ethics from National Education Agencies (AAE, 1994-2016)

PRINCIPLE III: Ethical Conduct toward Professional Colleagues

The professional educator, in exemplifying ethical relations with colleagues, accords just and equitable treatment to all members of the profession. (Sharkey, 2016)

Ethical issues

The code of ethics from National Education Agencies (AAE, 1994-2016)

PRINCIPLE IV: Ethical Conduct toward Parents and Community

The professional educator pledges to protect public sovereignty over public education and private control of private education. (Sharkey, 2016)

References

Amatea, E. S. (2009). Building culturally responsive family-school relationships (2nd ed.). Upper Saddle River, NJ: Pearson.

Sharkey, C. (Ed.). (2016). Code of Ethics for Educators. Retrieved January 23, 2017, from https://www.aaeteachers.org/index.php/about-us/aae-code-of-ethics