Southwest Baptist University

Division of Education

Term Offered: Fall 2020 Instructor: Dr. Jennifer Fox

Course Title: School, Home, and Community Office: Gott 112
Collaboration
Office Hours: M 11am-1pm, WF 1-2pm, TH 3:30-
Course Number: EDU 3483/6483 4:30pm, or by appointment (Zoom or in-person)
Credit Hours: 3 hours Instructor Email: jfox@sbuniv.edu
Office Phone: 417-328-1581

Course Catalog Description:

This course focuses on the history, current trends, and issues of family and community involvement in the schools.
Materials, techniques, and resources for the improvement of home, school, and community partnerships and
communication will be included. This course will prepare future educators to collaborate with other school
professionals and families and take advantage of professional learning opportunities to benefit student learning and
well-being. The importance of differentiated instruction and working with English language learners as they relate
to student learning and collaboration will be addressed. Prerequisites: EDU 2113, 2313, 2343, 2353, (2121 or
2391), a life science course (BIO 1004 or BIO 1954), a physical science course (PHS 1004, PHS 1114, CHE 1004,
CHE 1104, CHE 1115, PHS 2005, PHS 2314, PHY 1115, or PHY 2215), 6 hours of math, and a 3.0 GPA in EDU
courses.

Required Text:
Olsen, G., & Fuller, M. L.  (2012). Home and school relations:  Teachers and parents working together (4th ed.).
Boston, MA: Allyn & Bacon.

Course Goals and Objectives:

This course is designed to prepare teacher candidates to collaborate with families and the community to involve
them in the education of students. In order to accomplish this, the course objectives are aligned with the MoSPE
Standards and the Conceptual Frameworks of the Department of Education. Upon completion of this course, the
teacher candidate will:

 Analyze the diversity of family situations and their impact on education. MoSPE 2, 5, 6, 9; LC, EP, TSS;
*class discussion, text reading, guest speakers, interviews, collaborative in-class activities
o Exemplify sensitivity to the wide diversity of family structures, organizations, and demographics.
o Describe a range of diverse education settings for children and varied professional roles for
working with these children and their families.
o Investigate options for working with parents and community members regarding diversity.
  Discuss the importance of family and community involvement in the education of children. MoSPE 7, 9;
LC, EP, TSS; *class discussion, text reading, guest speakers, presentation, interviews, parent meeting
observation, in-class collaborative activities
o Trace the historical development of parent involvement in education.
o Articulate reasons for involving families in the education of children.
o Identify with the contemporary issues faced by families.
o Clarify the role of community members in early education.

 Describe guidelines for building partnerships with families and communities. MoSPE 6, 7, 9; LC, EP, CP,
TSS; *class discussion, text reading, guest speakers, presentations, interviews, parent meeting observation,
family involvement activities
o Study the elements of effective communication.
o Identify tools for quality communication with parents and families.
o Assess communities as contexts for understanding young children and their families.

 Act in a manner of professionalism pleasing to Christ. MoSPE 10; LC, EP, CP, TSS

Course Presentation:
This course will be presented in an interactive, hands-on format.  Many opportunities throughout the semester are
given for hands-on learning activities, collaborative projects, and presentations.  Students are expected to
participate in discussions in class to apply concepts learned through exploring resources.  This course also offers
opportunities for students to connect with parents and community members; therefore, several guest speakers have
been invited to share their personal experiences.

Course Requirements:
Attendance Policy:
Students are expected to attend each in-class session.  Attendance is part of the professionalism and participation
component of course requirements. Attendance will be checked daily with all absences and tardies recorded.
Students should submit official documentation the absence is due to conditions described in the University
catalog, which include illness, family emergency, or a University-sanctioned activity.  Students are responsible for
informing the professor of their attendance should they enter the class after the roster is checked.  Changing an
absence to a tardy must be done immediately following class the same day. It is the responsibility of the student to
ensure this change was made by the professor. Students are responsible for notes, assignments, deadlines, etc.
given in class. As a professional courtesy, it is suggested that students call or email the professor should an absence
be necessary or if it is necessary to leave the class early.

Classroom Procedures and Policies:

Each student is expected to complete assignments and projects by the due dates.  Ten percent (10%) per calendar
day, which includes weekends, will be deducted for the work turned in late unless the student is able to
submit official documentation that the absence is due to conditions described in the University catalog, which
include illness, family emergency, or a University-sanctioned activity.  Any assignment is considered late if it is not
turned in by the beginning of the class period for which it is assigned.  Since all projects are graded online, this
should not be an issue. If I attempt to grade your project and it is not completed or I do not have access to it, I
will NOT GRADE the incomplete portion. I will email you to inform you of the incomplete.  You will then need to
finish the project and email me, so I can finish grading. The date stamp on your reply email will determine how
many points will be deducted for the late work.  Students attending SBU-sponsored activities must make
arrangements to turn in work early.  Correct English usage, punctuation, and spelling are required for all
assignments and will be graded accordingly.

Ethics Statement:
Any form of dishonesty, such as cheating, copying, or plagiarism will result in loss of credit for the assignment.  A
second incident of cheating will result in no credit for the class. At the discretion of the professor, additional action
may be taken.  Materials that have been turned in for other classes are not to be turned in for this class.

Participation and Professionalism:

Acting in a professional manner is very important in becoming a teacher.  The following will be expected, and 2
points will be deducted for each infraction:
 Be Prompt.
o Prompt and exemplary attendance
o Assignments turned in on time – 10% late deduction applied per day
 Be Prepared.
o Complete tasks on time, reliable and dependable;
o All needed materials brought to each class session
o Complete ALL aspects of assignments; be thorough
 Be a Professional.
o Respect for classmates and professor
o Address cooperating teacher by title and last name
o Use tact and judgment in interactions with others
o Professional and modest dress in the classroom and field
o Lead with a servant’s heart.
 Be a Participant.
o Seeks opportunities to participate with others in a positive manner.
o Full participation in class discussion and activities
o Proper use of phone and other electronic devices
 Be a Performer.
o Seeks new and better ways to improve teaching performance
o Responds positively to feedback and adjusts performance as needed
o Shows a growth mindset
 Be a Practitioner.
o Show care and concern for others, especially your students
 Exhibit a Peter Persona.
o Daily display the values outlined in 2 Peter 1:5-7 (goodness, knowledge, self-control, perseverance,
godliness, brotherly kindness, and love).

Electronic Devices Policy:

This course will be considered a BYOD (bring your own device) course.  Please bring them because we WILL be
using them weekly!
  The use of phones, iPads, laptops, and other devices is encouraged in class for learning purposes only.  
 If devices become a distraction or are not used properly, I will ask that they be put away.  A deduction in
participation points will result. 
 If a personal emergency arises and you are waiting for a call or text, please alert the instructor before class. 
 Unexplained personal use of texting or calling will be considered unprofessional and will result in a
deduction in participation points.

Inclement Weather Policy:

Class will be in session if the University is in session.  If classes are cancelled by the University, this class will be
held online with modifications made for the online environment. Please refer to your University email account as
the professor will send out an email regarding how the class session will be modified. If the weather is precarious
and you live off-campus, but the University is still in session, arrangements will be made for you to participate
remotely through Zoom or other application. Please contact the professor as soon as possible that you will be
attending remotely, so preparations can be made prior to class time.

Grading:
Your grade in this class will be based on participation and course assignments. Each student is expected to
participate in in-class activities.  These activities may include evaluating children’s literature, creating artistic
responses to reading, modeling lessons, and much more.

Tentative Evaluation:
Journal responses – 70 points
Participation Tasks – 50 points
Interview Project – 60 points
Midterm Accomplishment Paper – 60 points
Special Topic Group Project – 100 points
Parent Meeting & Reflection – 30 points
Family Involvement Events – 30 points
Final Project – 100 points
Total possible points – 500 points

Final Grading Scale:

Percentage Grade
90% and above A
80.00% – 89.99% B
70.00% – 79.99% C
60.00 – 69.99% D
Below 60% F

Tentative Course Calendar:

Date Reading/Topic Assignment

Week 1 – Class Orientation Syllabus review, Lesson Plan Low-Down
Attend both
Tuesday &
Date Reading/Topic Assignment
Thursday
Week 2 Ch. 1, 2 - Families and their Functions Explore Session 2 Resources; 
Journal Response (JR) #1 due by Wed. midnight
Week 3 Ch. 3 - Family Diversity; Discuss Midterm, Explore Session 3 resources; 
Discuss Parent Meeting Reflection JR #2 due by Wed. midnight
Week 4 Ch. 4 Parenting Explore Session 4 resources; JR #3 due by Wed.
Discuss Interview Project midnight
Week 5 Ch. 6 - Parent-Teacher Communication Explore Session 5 resources; JR #4 due by Wed.
midnight
Week 6 Family Connections:  Podcast, All Hands Explore Session 6 resources; JR #5 due by Wed.
on Deck, explore apps midnight; Interview Project due
Week 7 Parent-Teacher Conferences Explore Session 7 resources; JR #6 due by Wed.
midnight
Week 8 Midterm No in-class session this week!  Midterm
Accomplishment Paper due by 1:40pm Thursday.
Week 9 Ch. 7 - Family Involvement in Education Explore Session 9 resources; JR #7 due by Wed.
midnight
Week 10 Group presentations; Discuss Family Special Topic Group Project Presentations (all
Involvement Events groups present)
Week 11 Ch. 12 - Poverty Explore Session 11 resources; JR #8 due by Wed.
midnight
Week 12 Ch. 11 - Family violence Explore Session 12 resources; JR #9 due by Wed.
midnight
Week 13 Family Involvement Events Family Involvement Events - All groups present
Discuss Final Project; Explore children’s
literature
Week 14 Ch. 8 - Families and Children with Explore Session 12 resources; JR #10 due by
Disabilities Wed. midnight;  Parent Meeting Reflection due
Week 15 Virtual Week Work on Final Project
Week 16 Virtual Week – Final Project due Final Project due by midnight, Sunday of Week
16

Course Bibliography:
 Currie, B. (2015). All hands on deck: Tools for connecting educators, parents, and communities.
Thousand Oaks, CA: Corwin.

 Henderson, A.T., Mapp, K.L., Johnson, V.R., & Davies, D. (2007). Beyond the bake sale: The essential
guide to family-school partnerships. NY, NY: The New Press.

 Petr, C. G. (2003). Building family-school partnerships to improve student outcomes: A primer for
educators. Lanham, MD: Scarecrow Press, Inc.

 Zacarian, D., & Silverstone, M. (2015). In it together: How student, family, and community partnerships
advance engagement and achievement in diverse classrooms. Thousand Oaks, CA: Corwin.

Disability Statement:
Southwest Baptist University desires to provide all students with optimum learning experiences. If you have a
disability that impacts learning in this course, you must contact the Special Academic Services Coordinator, Adam
Shelden, in order to receive special assistance. (Office: Mabee Chapel, Success Center 107; Phone: 417-328-2081)

Mission Statements:
The Department of Education is a learning community preparing teachers to be caring, effective practitioners in
today’s schools.
The College of Education and Social Sciences seeks to prepare students for careers in people-oriented and service-
minded professions, while encouraging students to embody Christ-like character.
Southwest Baptist University is a Christ-centered, caring, academic community preparing students to be servant
leaders in a global society.