ECh 3104:  Family Partnerships:  Phase One (1 credit)

Spring Semester 2006

University of Minnesota Duluth

Instructor:  Mary Ann Marchel, Ph.D.

Office:  130 Montague Hall

Phone:  726-7357

Email:  mmarchel@d.umn.edu

Office Hours:  Posted weekly on office door

Website:  mmarchel@d.umn.edu/~mmarchel

Class Alias: ech3104-1-s2006

Course Description: This class is designed to prepare preservice learners in early childhood studies to work with young children and the context of the family.  Through field-based experiences, course participants will practice and develop their abilities to engage in family sensitive practices. This one credit field experience serves as the beginning of a series family partnership experiences that will be woven into future courses.

Course Participants will:

1. Integrate ECH theory and practice
2. Understand ECH issues through direct involvement with community families
3. Understand issues in Early Childhood Education from a family perspective
4. Develop interpersonal skills with young children and their families
5. Develop advocacy skills through the lens of children, parents and families

Learner Sensitive Teacher Model Conceptual Framework

         This course in UMD’s Department of Education embeds principles of the Interstate New Teacher Assessment and Support Consortium (INTASC), the Minnesota Standards of Effective Practice, the Minnesota Standards of Effective Practice in Early Childhood Education, the Subject Area Standards for Early Childhood Special Education Teacher Licensure, and Core Standards in Special Education.  Additionally, course components are based on a Learner-Sensitive Teacher philosophy that encompasses the following five themes:  Reflection (R), Empowerment (E), Collaboration (C), Diversity (D), and Technology (T).

Candidate Responsibilities:

              As participants in the Family Partnership Experience, you are required to complete two to two and a half hours of field experience in a home or community-based setting for approximately 10  weeks or approximately 25-30 hours.  The goal of this course is to provide opportunities for you to engage with young children in the context of their family.  You will be asked to keep a weekly attendance log sheet to be turned in at the end of the semester. All missed weekly sessions will be made up, based on individual arrangements made with the family. Additionally you are required to complete the related assignments described below.

              You are also required to attend  face-to-face sessions scheduled throughout the semester.   

You are asked to contact the course instructor with unexpected events that present themselves that prevent your from completing the course assignments or practicum experiences in a timely matter.  Assignments that are turned in late will receive a reduction from the earned grade, based on instructor and participant agreement.

Dispositions:

              The following dispositions have been adopted by the Early Childhood Studies Program and are woven into expectations and decision points as candidates progress through the program:

              Demonstrate respect for and positive relationships with children.

              Recognize and acknowledge children by name.

              Foster the development of positive self-esteem in children.

              Establish rapport with colleagues.

              Demonstrate positive response to professional responsibilities.

              Accepts constructive supervision for professional responsibilities.

              Grooming and dress indicate professional attitude.

              Takes initiative in performing expected duties.

              Demonstrates flexibility and adaptability.

              Demonstrates poise and confidence in teaching environments.

              Engages in self-reflection to improve teaching and learning.

              Shows sensitivity to differing family structures and cultural backgrounds.

              Communicates effectively with adults and children.

Diversity:

Diversity will be addressed both through course content and methodologies.  The c course content will guide the candidate toward an understanding of learner differences (e.g., cultural backgrounds and exceptionalities.  The instructional methods will be designed to meet the needs of all learners.

Instructional Strategies:

              Your learning format will include:  field based experiences and periodic face-to-face sessions that include panel presentations, problem solving discussions, and topical readings.

Course Readings: (available on electronic reserve)

Lord Nelson, L., Summers, J. A., and Turnbull, A. P. (2004).  Boundaries in family-professional relationships:  Implications for special education. Remedial and Special Education. 25 (3), 153-165.

Susman-Stillman, A., Appleyard, K., & Siebenbruner, J. (2003).  For better or for worse:  An ecological perspective on parents relationships and parent-infant interaction. Zero-to-Three, January 2003.

Weatherston, D. (2001).  Relationships for learning:  Early Head Start infant mental health in Jackson, Michigan.  Zero-to-Three, August/September 2001.

Course Objectives

About the Family Partnership:  It is hoped that the relationship you establish with the family during Block One will continue throughout your time in the blocks. There will be activities across the program that will allow you to focus on features of your family partnership.  However, it is understood that “life happens” and events in the lives of the families and your own may prevent this from occurring.  Partnering with families can happen in two ways:  a) You may invite the family of a child with whom you work to partner with you, or (b) the instructor of this course will work with early childhood professionals in the region to match you with a partner family.  There are advantages to either scenario.

Assignments:

• Log Sheets-Log sheets that document your weekly family partnership field experience will be turned in midterm (around March 20th) and at the end of the course (May 5th).

• Response to Topical Questions: Either electronically or via hard copy, you will respond to weekly topical questions.  The responses will remain confidential and will be read only by the author and the course instructor.  You are urged to use the responses to capture your thoughts and feeling as you embark on this journey.

10 points each

3.  Family Interview:  You are asked to complete an informal interview with your partner family that captures their “story”.    It should include an ecomap (think about what you’re learning or have learned about family systems theory, and a summary of the a) background information about child and family; (b) favorite family memories; (d) first days of the child’s life, and birth story if comfortable sharing; (e) family’s perceived strengths and existing resources, and (e) information about their priorities and concerns.  The information from the interview will be used to develop an action plan with the family.  (Due May 5th).

4.  Action Plan:  Following the completion of the interview with the family, you will meet with them to develop an action plan that addresses the priorities and concerns that emerged as a result of the Family Interview. Keep in mind that the Action Plan will be carried out as you continue to work with the family in Block II.  The implementation of the Action Plan will be embedded into one of the Block Two courses.  Action Plan is due on May 5th.

Topical Schedule