Standard 7

Family-School Collaboration

The program provides candidates with opportunities and experiences to display an understanding of the ways in which pupil development, well-being, and learning are enhanced by family-school collaboration. The program requires candidates to work with parents to foster respectful and productive family-school collaboration.

Introduction

This PPS program recognizes the role of parents as children’s educators, and the influence of family on children’s development and learning. Therefore this program stresses the importance of partnerships among families, schools and community organizations. Candidates are given the opportunities to display such an understanding and awareness through class discussions, journal reviews relating to family involvement, projects in working directly with families, and field practice. Their skills in working with families and fostering respectful and productive family-school collaboration are demonstrated through their direct services with families in educational settings.

Factors to Consider

 1. Fundamental understanding of the role of family on child development and learning

The following courses provide candidates with knowledge of the role of family on child development and learning. This important knowledge and awareness is pertinent to the concept of home-school collaboration. When candidates understand the role of family from multiple perspectives, they become aware of the benefits of family involvement, and develop respect for family structures and socio-cultural diversity. This awareness and respect in turn shapes the family-centered approaches to collaboration with schools.

Coun 150: Objective 5: The students will describe the legal aspects of the home-school relationship, including the responsibilities and obligations of children, of parents and of school personnel in matters of attendance, curriculum, discipline and supervision.

Assignment: LawsA

Coun 200: Areas of specific mention or focusinclude:a systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions. Students will be exposed to a rationale for selecting family and other systems theories as appropriate modalities for family assessment and counseling.

Assignment:TechniquesA

Coun 206: Objective 6: Identify the effects of family dynamics, family life cycle events, and socioeconomic factors on development.

Assignment: LifespanR

Coun 233: Objective: Students develop theoretical foundations and clinical skills for working with children, adolescents, and their families. This course focuses on strength-based systemic and play therapy models for working with children and their families. Course material highlights approaches that emphasize improving family relationships and focus on child/familystrengths and resiliencies. Child and family developmental theories are reviewed. Specific clinical issues are addressed; these include divorce/remarriage, child abuse, ADD/ADHD, depression, conduct disorders, gang involvement, and parental/social relationships.

Assignment: TheraplayA

2.   Ways of enhancing home-school collaboration:

Coun 240:

Assignments:

Students establish first-hand experiences of working with parents of exceptional children through direct contact with families. Exceptional children are those who have special physical, social, intellectual and/or emotional disabilities. Students then critically reflect on their experiences through weekly journals, case study and group discussion. One significant product of this project is the production a Family Resource Notebook for each family served.   These notebooks provide families with an organized body of information that candidates have gathered and are tailored to individual family’s particular needs.

Coun 242:

Objective 3: Provide methods of consulting with schools and develop appropriate consultation models with teachers, administrators, and parents through the utilization of counseling methods.

Objective 5: Design and apply appropriate parent education program for specific population group.

Candidates develop parent education programs and present workshops for parents in class.

Course requirements:

  1. Review one current article on parent consultation/education.
  2. Design and apply an appropriate parent education program for a specific population group to a vignette given in the final examination.
  3. Among group presentations, one group will be assigned to make a presentation on developing a parent education model based on the theory of their choice.

“Developing a consultation model for working with teachers, parents or administrators” is one of the mandatory topics for presentation. One group will be assigned to present on this topic.

Coun 249: Objective 10: Apply skills of consulting with parents and teachers in an approved school setting

Activities may include:

  • conference, phone or visit home of parents
  • visit a PTA meeting in the district
  • help a student set up a study plan at home/school
  • help a child adjust to peers/parents/teachers
  • conduct inservice program for teachers/staff/parents

Assignment: FieldworkA

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