5 standards poster•Design and implement interactive homework for which students take responsibility to discuss important classwork and ideas with their families •Include parent

who is thischild?

CLA

SSR

OO

M S

TRAT

EGIE

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GUIDING PRINCIPLES

ESSENTIA

L POLIC

Y

CRITICAL LEARNING DOMAINS

Inclusive PedagogyConceptual Framework

UNITED ADVOCACY

COLLABORATION FOR COMMON UNDERSTANDING

What program

s andpractices are available tosupport this child in the

school setting?

How

can

I po

siti

on th

is c

hild

for

succ

ess

in m

ycl

assr

oom

?

What are this child’sneeds and strengths?

How can Icollaborate to support this

child’s learning?

Reflection for Change: How can I engage with other people in different disciplines and classrooms within my

educational setting to support students’ development as knowers and learners?

What are this child’s needs and strengths?critical learning domains

What programs and practices are available to support this child in the school setting?essential policy

How can I collaborate to support this child’s learning?guiding principles

How can I position this child for success in my classroom?classroom strategies

cognitive: How can I support my students’ learning by building on their previousknowledge and encouraging use of appropriate strategies and skills?social/affective: How can I help students recognize, participate in and master playing theschool game?linguistic: How do I teach in ways that support this student’s language and literacydevelopment?

standards: How do I attend to the standards for teaching and learning for all learners?classifications: How do classifications both expand and limit my ability to advocate for alllearners?legalities: How do policies, programs, and legislation impact the students’ schoolenvironment?

multiple perspectives: How could I think about this differently?high expectations: How can I hold high expectations for all students?knowledge-based practice: What do I already know and what do I need to learn to supportthe learning of all students?accountability: How can I hold myself and my students accountable?

planning: How can I respond to all children’s needs and strengths in my planning?teaching: How can I accommodate all students in my teaching?assessing: How can I make sure that my assessment practice allows all students todemonstrate what they know?

What specific changes

will I make in my own

teaching to accommodate

all students?

How can I apply my

guiding principles

in my teaching?

What are my moral

obligations to all

students?

How can my teaching

embody my understanding

of diverse learners

commonalities and

uniqueness?

Inclusive Pedagogy Framework:Collaboration for Common Understanding and United Advocacy:

Who is this Child?

Developing Common Understanding and United AdvocacyInclusive Pedagogy Framework

Challenges

CategoryParenting

Basic ResponsibilitiesCommunication

School to Home/Home to School

VolunteeringInvolvement for/

at School

Learning at HomeInformation

Decision MakingParticipation and

Leadership

CollaboratingInstitutions/Service

Redefinition

Results for Students

Results for Family

Results for Teacher/School

•Provide information to all families •Enable families to share information about background, culture, talents, goals, and needs•Make information comprehensible

•Recruit widely, provide training, and create flexible schedules for volunteers so that all families know that their time and talents are welcomed and valued

•Design and implement interactive homework for which students take responsibility to discuss important classwork and ideas with their families

•Include parent leaders from all racial, ethnic, socioeconomic, and other groups in the school•Offer training for parent leaders to develop leadership skills•Include students along with parents in decision making

•“Homework” not only means work that students do alone, but interactive activities that are shared and discuss with others at home“Help” at home: how families encourage and guide children, not how they “teach” school subjects

• “Decision making” is a process of partnership to share views and take action toward shared goals for school improvement and student success, not a power struggle.

•Solve problems on turf, responsibilities, funds, and goals•Inform all families and students about community programs and services•Ensure equal opportunities for services and participation

•“Community” includes not only families with children in the schools, but all who are interested in and affected by the quality of education•Communities are rated on economic qualities, strengths and talents available to support students, families, and schools

•Knowledge, skills, and talents from enriched curricular and extracurricular experiences and explorations of careers•Self-confidence and feeling valued by and belonging to the community

•Awareness of families’ perspectives in policies and school decisions

•Knowledge and use of local resources to increase skills and talents or to obtain services •Interactions with other families, and contributions to community

•Skills, abilities, and test scores linked to classwork, homework completion•View parent as more similar to teacher, home in sync with school•Self-confidence in ability as learner and positive attitude about school

•Awareness that families’ view are represented in school decisions•Specific benefits linked to policies enacted by parent organizations

•Awareness of and input to policies that affect children’s education•Shared experiences and connections with other families

•Acceptance of equality of family representatives on school committees

•Discussions with child about school, classwork, homework, and future plans•Understanding curriculum, what child is learning, and how to help each year

•Respect of family time•Satisfaction with family involvement and support•Recognition that all parents can encourage and assist student learning

•“Volunteer” not only means those who come during the school day, but also those who support school goals and children’s learning any way, any time

•Skills that are tutored or taught by volunteers•Skills in communicating with adults

•Understanding of the teacher’s job•Self-confidence about ability to work in the school setting•Enrollment in programs to improve own education

•Readiness to involve all families in new ways, not only as volunteers•More individual attention to students because of help from volunteers

•Make all memos, notices, and other printed and non-print communications clear and understandable to ALL families•Obtain ideas from families to improve the design and content of communications mediums

•“Communications” about school programs and student Progress” are not only from school to home, but also from home to school and with the community

•Awareness of own progress in subjects and skills•Knowledge of actions needed to maintain or improve grades•Awareness of own role as courier and communicator in partnerships

•High rating of quality of the school•Support of child’s progress and responses to correct problems•Ease of interactions and communications with school and teachers

•Ability to communicate clearly•Use of network of parents to communicate with all families

•Workshop is not only a meeting on a topic held at the school building, but also the content of that meeting to be viewed, heard, or read at convenient times and varied locations.

•Balance time spent on chores, homework, and other activities•Regular attendance•Awareness of importance of school

•Self-confidence•Knowledge of their child

•Understanding of families goals and concerns•Respect for families’ strengths

Adapted from Framework of Six Types of Involvement, Joyce L. Epstein, Ph.D., et.al, Partnership Center for the Social Organization of Schools

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