EDUC 433

Non-School Factors Affecting Learning in the Classroom

Spring Semester 2013
Class Times:

Tuesday, February 5
Tuesday, February 19
Tuesday, February 26
Tuesday, March 12
Tuesday, April 9
Tuesday, April 23
Tuesday, May 14

5:00-8:00 (116 WHL)

5:00-8:00 (116 WHL)
5:00-8:00 (116 WHL)
5:00-8:00 (116 WHL)
5:00-8:00 (116 WHL)
5:00-8:00 (116 WHL)
5:00-8:00 (116 WHL)

Instructors:

Vicki Goettel (vgoettel@udel.edu)

Steff Kotch-Jester (sakotch@udel.edu)

COURSE RESOURCES-Suggested Readings

Many of the course resources will be available on Sakai. Handouts will either be available on Sakai
prior to a class session or provided in class.
Suggested Resources:
Faber, A., & Mazlish, E. (1995). How to talk so kids can learn. New York: Scribner. [ISBN: 0-68482472-8]
Faber A., & Mazlish, E. (1980). How to talk so kids will listen and listen so kids will talk. New York:
Avon Books. (ISBN: 0-380-81196-0)
Kottler, J., & Kottler, E. (2007). Counseling Skills for Teachers. California: Corwin Press. (ISBN:
1-4129-4922-X)
Coloroso, Barbara (2008). The Bully, the Bullied, and the Bystander. New York: HarperCollins
Jensen, Eric: Teaching With the Brain in Mind
Beegle, Donna: See PovertyBe the Difference
Payne, Ruby: A Framework for Understanding Poverty
Jones, Fred: Tools for Teaching
Lezotte, L. & Marzano, R. (ASCD)

COURSE OBJECTIVES
The overall goal is for participants to reflect on the myriad of issues affecting students learning and
safety and how these issues may influence students achievement, behavior and well-being.

OBJECTIVES
Students will
1. Identify important social and emotional contexts shaping students behavior and discuss
the implications for classroom practice.
2. Apply strategies for effective communication in educational settings.
3. Achieve a better understanding of the challenges faced by children who are in danger from
others and/or themselves and discover effective strategies for preventing and identifying these
dangers.
1

4. Critically examine factors that influence family-school relationships and practice skills that
encourage collaboration.
5. Identify important community, home, and family characteristics that can impact students
intellectual, social, and emotional well-being.
6. Determine the goals of students misbehavior and apply effective intervention strategies.
7. Explore options for integrating discussions and/or responding to students concerns about
important social topics such as homosexuality, diversity in family compositions and cultures,
bullying, etc.
8. Connect educational theory with teacher decision-making and daily practices.

UNIVERSITY OF DELAWARE PROFESSIONAL EDUCATION CONCEPTUAL

FRAMEWORK
The University of Delaware Conceptual Framework provides the goals and outcomes for the
candidates in professional education programs. The University prepares educators with the knowledge,
skills, and dispositions that are required to fulfill the responsibilities of an uncompromised
commitment to serving the needs and interests of students, families, and communities. The candidates
in our programs will implement best practices and recognize students and professionals as whole
persons who are developing across the cognitive, social, emotional, and physical domains within
families, communities, cultural, and economic contexts. Candidates will embody three qualities as they
move on their trajectory to become professionals: knowledge and skills, leadership and commitment to
equity. The framework describes these qualities and is available online at:
http://www.dcte.udel.edu/wp-content/uploads/2012/01/Conceptual-Framework-2012.pdf.

COURSE REQUIREMENTS
Evaluation Criteria
You will be evaluated for the course based on the following assignments/expectations:
Assignments/Expectations
Class Session Attendance

Points
7

Assignment 1: Family Investigation and Application

Resume
Assignment 2: Family Communication (Part 1 & 2)
Assignment 2: Family Communication (Part 3)

20

Due Date(s)
Each Session
Tuesday, March 12

Tuesday, April 9

12

Tuesday, April 9

___12___
54

Tuesday, May 14

Total Course Points = 54 points

Grading
The final grade for this course is calculated by the earned point total divided by the cumulative point total.
Once divided, final scores with a decimal value of .5 or higher will receive the next sequential numerical
score, prior to translation to a letter grade.
A
AB+
B
BC+

95%
90%
87%
83%
80%
77%

C
CD+
D
DF

73%
70%
67%
63%
60%
Below 60%

Course Policies

Attendance and participation are crucial in your role as a scholar. It is expected that you are punctual
for class and have prepared in advance for the course presentations (i.e. printing out materials).
Attendance/Make-Up Work Policies*
o If you MUST be absent, contact section instructor PRIOR to the beginning of the class
session. Each absence will impact your attendance points (only formal school district
functions will be excused).
o Following an absence, it is your responsibility to investigate the course content that was
covered through UD Capture. To receive the class attendance point you have three days of
your missed class session to submit a 1-page reflection of that class sessions content to your
section instructor via email.

o If you are absent from class more than once for any reason your overall course grade will be
reduced by 1 letter grade per additional absence.
*Extenuating circumstances related to any of the above policies will be evaluated on an
individual basis.
During class time, it is expected that you will thoughtfully contribute to class discussions. Your
participation and completion of collaborative and/or independent activities is also expected during
each session.
It is critical that each of us takes responsibility for creating a safe environment in which open and
respectful dialogue can occur. This is a cell phone free/texting free classroom. All cell phones are
expected to be silenced and not visible during class time. You may check your cell phone or social
networking status during breaks if/when they are provided.
Please remember that acceptable professional dispositions are expected at all times. According to the
Professionalism for teacher education candidates at the University of Delaware, failure to perform at
the Acceptable Level or a score of a 3 on one or more of the ten dispositions outlined in the
policy will result in a Professionalism Dispositions form being submitted to the School of Education
Associate Director (Dr. Laura Glass). If you would like further information, the profession
dispositions policy and forms are available online at http://www.ocs.udel.edu/index/php/informationfor-placements/dispositions-policy/.
Refer to the Class Schedule for assignment due dates. A .5-point penalty will
be imposed for each day that the assignment is submitted late. Assignments
will not be accepted after 72 hours of due date. Any changes to the
schedule will be announced in class and posted on Sakai. Students are
responsible for all class announcements.

Academic Honesty
Students are responsible for adhering to the Universitys Policy on Academic Dishonesty found in the
Official Student Handbook. Copies may be obtained from 218 Hullihen Hall or at www.udel.edu/stuhb/

Special Needs
If you have special academic or physical needs, as addressed by the American with Disabilities Act (ADA),
and require special accommodations or considerations, please contact the Academic Enrichment Center at
831-2805 or www.aec.udel.edu

SCHEDULE
Class
1

Date
Tuesday, February 5

Topics
Course Introductions
Activating Strategies
Syllabus Review
Connecting Theory and Practice
Teacher Certification
Guest speaker: Mrs. Barbara
VanDornick

Tuesday, February 19

Effective Classroom
Intervention Strategies
Guest Speaker: Dr. Linda Poole

Tuesday, February 26

Tuesday, March 12

Job Search/Project Search

Guest speaker: Cindy Holland
UD Career Services
Conferencing and
Communicating Student
Progress to Families

DUE:
Assignment 1: Family Investigation and Application
Tuesday, April 9
Interview Preparation and Mock
Interviews
Guest speakers: Mrs. Kristen
DUE:
Bishop, Mrs. Jen Weaver, Mr.
Assignment 2: Family Communication (Part 1 & 2)
Philip Goettel
Resume
Avon Grove Charter School

Tuesday, April 23

Child Welfare and Bullying

Guest speaker: Mrs. Ann Jornlin

Tuesday, May 14

The Teaching Profession

Final Reflections and Wrap Up

DUE:
Assignment 2: Family Communication (Part 3)

Description of EDUC 433 Assignments

All assignments will be submitted in class as a hard copy on the established due dates.
Papers should be double-spaced in a 12 pt. font. Sub-sections within each paper should be clearly
identified through boldface type or underlined subtitles.
Due to the personal nature of the assignments in this course, be certain to write responses in a
non-biased manner. When referencing specific students or families use pseudonym.
Print and attach the appropriate assignment rubric to your final copy.

ASSIGNMENT 1: Family Investigation and Application (3.5- 5 pages)

1. Investigate your students and their families.
Use at least 2 human resources to provide background information about your students
families. Consider ethnicity, culture, SES, religion, what seems to be important to them,
family values, beliefs, etc. (Human Resources: cooperating teacher, guidance counselor,
nurse, and other support staff.)
In addition to the human resources, elicit your own information to support positive
collaborative relationships with families. For example, planning a getting-to-know-you
activity, creating a meaningful inventory or survey.
Attach lesson plan or inventory/survey to final project
2. Summarize your findings (1.5 - 2 pages).
Write a detailed and non-biased explanation of the students families from your
investigation. Remember to cite your multiple sources.
Provide evidence that you have acquired a thorough, non-biased understanding of the
families beliefs, traditions, values, and practices.
3. Reflect on what might this information mean to you as a teacher in this classroom (1 1.5
pages).
Think about your roles as a teacher.
Write a final reflection on what the findings of the family investigation mean to you as a
teacher in this classroom. What might you need to be more aware of? How could you
build positive teacher/family relationships? Are there specific characteristics that could
impact your students intellectual, social, and/or emotional well-being?
Connect theories that will impact classroom decisions related to students and their
families.
Be specific on how you can incorporate this information into your teaching practices.
4.

Conduct a Conference (1 1.5 pages)

Utilize findings from the family investigation to thoughtfully prepare for the conference.
Research and connect theories to support your preparation for an effective conference.
Conduct a conference (a phone conference is acceptable) with a family member of one of
your students. Try to organize/design the structure of the conference independently
(cooperating teachers should be present offering support or additional information). The
meeting could occur during scheduled family/teacher conference days or at a day/time
you initiate.
Following the conference, write a reflection on the effectiveness of the conference.
Explain how you prepared for the conference and what information from the family
investigation had implications. Did it have a positive outcome? Did you interact with
any other school colleagues to prepare for the meeting/phone call? Did any problem
solving take place? Will there be follow-up communication with the family?

ASSIGNMENT 1: Family Investigation and Application Scoring Guide

Summary of findings
4
In addition to fulfilling the criteria listed for a score of 3, the paper includes a comprehensive
summary of the students families from multiple sources.
3
Paper includes a detailed summary of findings from at least 2 identified human resources and 1 selfinitiated source. The summary provides evidence that the candidate has acquired a thorough, nonbiased understanding of the families beliefs, traditions, values, and practices.
2
Paper includes a clear summary of findings from at least 2 identified sources. The summary provides
evidence that the candidate has acquired some understanding of the families beliefs, traditions,
values, and practices with little or no bias.
1
Paper includes a vague summary of findings. The summary provides evidence that the candidate has
acquired a limited understanding of the families beliefs, traditions, values, and practices. Biases may
appear in the summary.
0
Summary is not included.
What might this information mean to you as a teacher in this classroom?
5
In addition to fulfilling the criteria listed for a score of 4, the reflection provides evidence of connecting
theory to practice.
4
In addition to fulfilling the criteria listed for a score of 3, the reflection provides evidence of thoughtful
considerations of how the information learned could/will impact classroom decisions (related to the
students, family communication, etc.)
3
Paper includes a non-biased reflection on what the findings of the family investigation mean to you as a
teacher in this classroom. Insights/connections reflect a deep commitment (or sensitivity) to families
needs.
2
Paper includes a non-biased reflection on what the findings of the family investigation mean to you as a
teacher in this classroom. Insights/connections reflect a commitment to families needs.
1
Paper includes a final reflection on what the findings of family investigation mean to you as a teacher
in this classroom. Misconceptions based on biases may or may not be evident. Insights/connections
reflect no commitment to classrooms needs.
0
Paper does not include a final reflection to address the question: What might this information mean to
you as a teacher in this classroom?
Conference Reflection
5
In addition to fulfilling the criteria listed for a score of 4, the reflection provides evidence of
connecting theory to practice.
4
In addition to fulfilling the criteria listed for a score of 3, evidence shows that the candidate has
thoughtfully prepared for the conference and/or provides meaningful implications for future actions.
3
Evidence shows that the candidate respects families choices and goals for their children. The
candidate knows how to communicate with families about curriculum and childrens progress.
2
Evidence shows that the candidate demonstrates a respect for families choices and goals for their
children. The candidate knows how to communicate with families about curriculum.
1
Evidence shows that the candidate does not demonstrate a respect for families choices and goals for
their children. The candidate does not know how to communicate with families about curriculum.
0
Reflection is not included.
Grammar & Punctuation
3
In addition to fulfilling the criteria listed for a score of 2, references are cited.
2
Writing conventions are accurately used; there are less than 3 grammar, punctuation, and word usage or
spelling errors.
1
The paper contains 4-6 grammar, punctuation, word usage or spelling errors.
0
The paper contains more than 6 grammar, punctuation, word usage, or spelling errors.

_____ 3pts for attached lesson plan or inventory/survey

ASSIGNMENT 2: Family Communication Project

It is important for educators to establish and maintain a positive and collaborative relationship with
families. The first two parts of this assignment will focus on your experiences during your second
placement, and part 3 will demonstrate your dedication to communicating with parents from your whole
semester. You will complete part 1 of the assignment during your first two weeks in your second
placement. Part 2 will be submitted on April 9th. Part 3 will be submitted on May 14th.
Part 1: Investigate how your cooperating teacher communicates student learning with families.
How do they establish a connection with families at the beginning of the school year?
How do they maintain the connections throughout the year?
Does the school/district establish guidelines for family communication regarding student
learning?
What other inquiries do you have about family communication regarding student learning
in your assigned setting (for example: resource room, inclusive setting, middle school
setting, etc.)?
Part 2: Summarize your findings (2-3 pages).
Using your investigation findings, explain how your cooperating teacher established and
maintains communication with families about student learning. Include any guidelines or
protocol that the school/district asks teachers to follow.
Identify personal inquiries you made and cooperating teacher responses that connect to
your specific type of setting.
Research and connect theories on how to effectively communicate with families.
Explain what this information means to you as a teacher in this classroom.
Part 3: Select family communication artifacts from both student teaching placements (an
artifact is any item, handout, copy, photograph, etc.)
Select at least one artifact from each categories below that shows how you attempted
to establish a collaborative relationship with students families.
Attach each artifact to your final copy of the project.
For each artifact label the corresponding category and the type of setting you were
in, describe how your communication efforts promoted the intellectual, social,
and/or emotional well-being of your students (1-2 paragraphs per artifact).
a. Sharing information (newsletter, web pages, blogs, homework books, email, etc.)
b. Reporting student progress (family conferences, phone calls, behavior raters, point
cards, student certificates, etc.)
c. Partnering (IEP meetings, journals, Authors tea, Coffeehouse, other classroom
presentations for families, etc.)
d. Interacting as part of the school community (curriculum nights, after school
events, PTO meetings, etc.)

Assignment 2: Family Communication Project Scoring Guide

Part 2: Investigation Summary
4
In addition to fulfilling the criteria listed for a score of 3, the paper includes a comprehensive
summary of how your cooperating teacher communicates student learning with families. Selfinquired questions are insightful and relevant to the assigned setting (for example: resource room,
inclusive setting, middle school setting, etc.).
3

Paper includes a detailed summary of findings from the guiding questions in part 1 and includes
findings from additional questions beyond Part 1guiding questions. The summary provides evidence
that the candidate has acquired a thorough understanding of how the cooperating teacher
communicates student learning with families.

Paper includes a clear summary of findings from the guiding questions in part 1. The summary
provides evidence that the candidate has an understanding of how the cooperating teacher
communicates student learning with families.

Paper includes a vague summary of findings. The summary provides evidence that the candidate has
acquired a limited understanding of how the cooperating teacher communicates student learning with
families.

Summary is not included.

Part 2: Connecting Theory to Practice

5
In addition to fulfilling the criteria listed for a score of 4, the reflection provides evidence of highly
relevant theory to practice connections.
4
In addition to fulfilling the criteria listed for a score of 3, the summary provides evidence of
thoughtful considerations of how the information learned will impact classroom decisions (related to
family communication of student learning). Connections of theory to practice are appropriate and
relevant to setting and/or practices.
3
Summary includes a reflection on what the findings of the investigation mean to you as a teacher in
this classroom. Insights reflect a deep commitment to maintain and/or initiate effective means of
family communication in regards to student learning. Connections of theory to practice are vague.
2
Summary includes a reflection on what the findings of the investigation mean to you as a teacher in
this classroom. Insights reflect a commitment to maintain established means of family
communication in regards to student learning. Connections of theory to practice are vague and/or
omitted.
1
Summary includes a reflection on what the findings of the investigation mean to you as a teacher in
this classroom. Insights reflect no commitment to maintaining family communication of student
learning. Connections of theory to practice are vague and/or omitted. Misconceptions based on biases
may or may not be evident.
0
Paper does not include a reflection to address the prompts:
Research and connect theories on how to effectively communicate with families.
Explain what this information means to you as a teacher in this classroom.
Part 2: Grammar & Punctuation
3
In addition to fulfilling the criteria listed for a score of 2, references are cited.
2
Writing conventions are accurately used; there are less than 3 grammar, punctuation, and word usage
or spelling errors.
1
The paper contains 4-6 grammar, punctuation, word usage or spelling errors.

The paper contains more than 6 grammar, punctuation, word usage, or spelling errors.

Part 3: Family Communication Artifacts

5
In addition to fulfilling the criteria listed for a score of 4, the descriptions provide evidence of
connecting theory to practice.
4
In addition to fulfilling the criteria listed for a score of 3, evidence shows that the candidate
created/selected forms of communication that are specifically geared to families from both
educational settings they were placed.
3
Evidence shows that:
Candidate knows how to establish and maintain a positive, collaborative relationship with
families to continuously promote the intellectual, social, emotional, and physical growth of
their children.
Detailed descriptions are written for each of the four authentic artifacts initiated by the
candidate.
2
Evidence shows that:
Candidate knows how to work with families in order to encourage intellectual, social,
emotional, and physical growth of students.
Candidate recognizes the importance of involving families as partners in supporting the school
both inside and outside of the classroom.
Descriptions are written for each of the four artifacts initiated by the candidate.
1
Evidence shows that:
Candidate does not know how to work with families in order to encourage intellectual, social,
emotional, and physical growth of students.
Candidate does not recognize the importance of involving families in supporting the school
both inside and outside the classroom.
Vague descriptions are written for artifacts or less than four artifacts are included. It appears
that the candidate did not attempt to initiate family communication.
0
Artifacts and or descriptions are not included. No evidence provided.
Grammar & Punctuation
3
In addition to fulfilling the criteria listed for a score of 2, references are cited.
2
Writing conventions are accurately used; there are less than 3 grammar, punctuation, and word usage
or spelling errors.
1
The paper contains 4-6 grammar, punctuation, word usage or spelling errors.
0
The paper contains more than 6 grammar, punctuation, word usage, or spelling errors.
_____ 4 pts. for artifacts attached to final project