Welcome to TELLSyllabus for Family, School, and Community PartnershipsExplanation of the TemplateTotal Points Preparation for Session One Pre-Homework Due Session 1Session One: Community, Assumptions, and PTA StandardsLA 1.1: Learning about Ourselves as Cultural BeingsLA 1.2: Identifying and Reviewing Community AssetsLA 1.3: National PTA Standards LA 1.4: National PTA Standards -- AssessingLA 1.5: Uncovering Assumptions about HeritageLA 1.6: Major Course AssignmentsHW 1.1 Reflection on My Practice with Families and CommunityHW 1. 2 Engaging Funds of Knowledge HW 1.3 One Day in the Life of a Child HW 1.4 Explaining the Assets in My School NeighborhoodHW 1.5 Exploring School and Community Partnershiping through PTA StandardsHW 1.6 Reviewing Major Projects Session Two: Preparing to Cross BordersLA 2.1: VideoEthnography Student ShareLA 2.2: Share your Asset MapLA 2.3: Home Visits, Cultures, and PracticesLA 2.4 Community Partners LA 2.5: National PTA StandardsLA 2.6: Title 1 LawHW 2.1: Reflection on Actions Taken and Learning HW 2.2: Identifying White Privilege HW 2.3: Beginning the Family Profile HW 2.4: Go On a School Field TripHW 2.5: Research Facts about Your SchoolSession Three: Family and Community EngagementLA 3.1: Reviewing Analysis of My Invisible BackpackLA 3.2: Work on the Family ProfileLA 3.3: Office of Civil Rights RoleLA 3.4: Serving EL's in Schools and in Classrooms LA 3.5: Exploring Community Engagement through ExamplesHW 3.1: Reflections on Session 3HW 3.2: Family Profile Major AssignmentHW 3.3: A Teacher's Perspective on Family Involvement HW 3.4: Partnership PlanHW 3.5: Beliefs About PovertySession Four: Collaboration LA 4.1: Studying Students LA 4.2: Organizing for Partnerships LA 4.3: How WIDA Can Help ParentsLA 4.4: Expanding Understanding of People in PovertyLA 4.5: Comparing Living Conditions across The World through PhotosHW 4.1: Weekly ReflectionHW 4.2: How Does Your School Compare HW 4.3: Understanding Global PovertyHW 4.4: Uncovering Your Experiences with Race and PrivilegeHW 4.5: Completing Your Family ProfileHW 4.6: Complete Your Partnership PlanSession Five: Exploring Community ResourcesLA 5.1: Poverty and ChoicesLA 5.2: Understanding Issues Surrounding Student Trauma on My TeachingLA 5.3: Developing Deeper Knowledge about PovertyLA 5.4: Developing Social-Emotional Strategies to Address Student NeedsLA 5.5: Life on the EdgeHW 5.1: Reflecting on My Work HW 5.2: Exploring My Own Socioeconomic ClassHW 5.3: Examining Assumptions about Immigrant Families HW 5.4: National PTA Standards HW 5.5: Reviewing and Completing the Family Profile and Partnership Plan AssignmentsHW 5.6: Preparing to Take a Position of Advocacy for ELs and Their FamiliesSession Six: High Expectations English LearnersLA 6.1: Sharing the Family Profile AssignmentLA 6.2: Sharing Partnership PlansLA 6.3: Exploring Further Teacher Beliefs and Family EngagementLA 6.4: Learning About ESSA Plans LA 6.5: Organizing for Advocacy for ELs and Their FamiliesHW 6.1: Reflecting on my WorkHW 6.2: Preparing the Final Major Assignment HW 6.3: Responding to the Impact of Experiences of ImmigrationHW 6.4: Building Resilience HW 6.5: Reviewing an Example of an Advocacy PositionHW 6.6 Revisiting My Beliefs about Teaching Diverse StudentsSession Seven: Responding to Student and Family NeedsLA 7.1 Becoming a Champion TeacherLA 7.2 Responding to the Impact of Trauma and Building ResilienceLA 7.3: Preparing for AdvocacyHW 7.1 Reflecting on My WorkHW 7.2 Reconsidering Engaging with Families Session Eight: Advocating for Students and FamiliesLA 8.1: Teachers Advocating Together LA 8.2 Revisiting My Thinking

Explanation of the Template

Learning Outcomes, Pedagogical Intent, Student Position

Each book is divided into eight sessions. Each session contains the activities and homework that are the content for the session. Each learning activity (LA), Video Segment (AVG)  and  Homework (HW) represents an individual chapter in the book. The chapter label represents the content of the chapter. Each chapter begins with a LA or HW Template. The header contains the objective, the pedagogical intent, and student position that capture the essence and animate the intended learning and outcomes for the activity represented. In addition, the LA and AVG include the time allowance and the points represented by them. The HW includes the number of points. LA/AVG and are each worth 25 points and the HW are each worth 50 points. (The total point sheet document identifies the points possible accross the course and is found just before Session 1 in every course). Following the template are the instructions for each LA, AVG, or HW. There are links in the homework that will take you to worksheets, readings, or videos or other items the learner will need to complete the task describe in the instruction. The AVG's represent video segments, or sometimes powerpoints. These usually are accompanied by Activie Viewing Guides (AVGs) or worksheets to support learners in extracting meaning from the digital materials. These are provided to model the ways in which in your teaching as teachers you need to consider your use of digital materials as texts and enable students learning from these texts. 

Each element in the template is important for making explicit participants learning. The learning outcome is anchored to the state standards for an ESL Endorsement and is based on the national standards for teaching ELs. The pedgogical intent informs the participant and the facilitator of the learning aim and goal of the specifica activity. Attention to the pedogical intent enabled us as designers and enables facilitators to target the activity and make sure that the activity, the interactions asked for, and the materials provided will work in concert to enable participants to not only learn but also take up in their practice the ideas embedded in the activity. When designers and teachers think through the instruction they are providing for students in this way it allows them to be strategic in creating powerful learning experiences. In desigining LA and HW using pedagogical intent to guide their design and construction enabled the authors to make certain that the LA and HW would position students for the learning experiences in a session. 

In addition to providing the learning outcome and the statement of pedagogical intent, the template includes a student position statement. While the pedagogical intent focuses on desired learning from the activity, this statement articulates the history of learning events that have prepared the student to engage in this learning experience. It provides an explanation of the knowledge and experiences that have prepared students to engage in this next learning experience.