Families, Communities, and Schools - EDUC 2228 - Course Syllabus

Aug 31, 2026

EDUC 2228 is an online, 3-credit teacher course examining policies, theories, practices, skills, and knowledge behind effective home, school, and community partnerships. The curriculum focuses on multiple influences on the whole child, access to community services, and ethical, practical, and culturally competent decisions that strengthen family engagement. Students learn to establish parent-teacher communication, apply family systems theory, evaluate family involvement’s impact on learning, and use collaborative advocacy and culturally responsive rapport to support children and families.

LanguageEnglish

CategoryGeneral

FormatDOCX

Pages18

Reading Time6 min

AccessFree to download

Course Overview

Course Description

Learning Outcomes

Learning Objectives and TAG Objectives

Communication and Engagement

Family Structure, Culture, and Advocacy

Resources and School Climate

Adopted and Supplemental Texts

Adopted Text

Supplemental Texts (Approved)

Grading and Assessments

Family Board

Newsletter

Community Resource Presentation

Parent Workshop Project

COURSE TITLE*: Families, Communities, and Schools CATALOG – PREFIX/COURSE NUMBER/COURSE SECTION*: EDUC 2228 PREREQUISITE(S)*: None COREQUISITE(S)*: None COURSE TIME/LOCATION: (Course Syllabus – Individual Instructor Specific) Online CREDIT HOURS*: 3 LECTURE HOURS*: 3 LABORATORY HOURS*: (contact hours) 0 OBSERVATION HOURS*: 0 FACULTY CONTACT INFORMATION: (Course Syllabus – Individual Instructor Specific) COURSE DESCRIPTION*: This course explores educational considerations for teachers, including the policies, theories, practices, skills, and knowledge of home, school, and community partnerships. Candidates will examine: the multiple influences on the whole child; accessibility of community services and supports; ethical, practical, and culturally competent decisions to foster family engagement; knowledge and skills needed to address family structure, socio-cultural and linguistic backgrounds, identities and customs, and advocacy for children and families. LEARNING OUTCOMES*: Course Objectives: The purpose of this class is to provide students with a comprehensive look at parent-school-community partnerships that will enhance their understanding of how to establish parent and community involvement programs. As a result of this course, students will be able to: Establish and maintain positive relationships with families through written and oral communications such as: Parent-teacher conferences Newsletters Parent/child activity nights Home visits Involve parent in assessing and planning for: Individual children Children with learning disabilities Children with special abilities Apply family systems theory, Apply knowledge of dynamics, roles, and relationships, Demonstrate knowledge of the history of family and parental involvement, Develop an awareness and sensitivity to differences in family structures and social and cultural backgrounds. TAG Objectives: Describe the impact of multiple influences (e.g., socioeconomic status, home environment, community context, school setting, and special needs) on the development of the whole child in terms of the family. Identify the unique components of family structure that create foundations for learning along with the interactions that enhance these components, including individual identity, customs, and social, cultural, and linguistic background. Explain the importance of establishing and maintaining positive, productive and collaborative relationships with families. Describe ways to create partnerships that respect family choices and goals for children. Produce examples of effective interpersonal communication skills in the process of family/educational setting/community relations and involvement through written or oral means. Describe the availability, accessibility and impact of formal and informal resources (e.g., civic organizations, senior citizen centers, and peer parents), local supports, and agencies serving the child, family, and community. Explain how early childhood professionals can ethically engage in informed advocacy within the community to support children and families. Evaluate the relationship between family involvement and student learning. Describe the importance of building rapport with families in respectful, culturally responsive ways, when solving classroom problems, supporting learning, and including families in the assessment of their child’s development and learning. Plan developmentally appropriate experiences within learning environments that involve families and communities by providing opportunities and resources to promote each child’s optimal development and learning. Describe the aspects of the social and emotional climate of the school setting/community (e.g., bullying, discipline policies, and character education) and its influence on student well-being. ADOPTED TEXT(S)*: Parents as Partners in Education: Families and Schools Working Together; 10th Edition; Eugenia Hepworth Berger & Mari Riojas-Cortez Pearson Publishing OR Inclusive

FAQs

What is the main focus of EDUC 2228?

The course explores how teachers can build effective home, school, and community partnerships through policies, theories, practices, and knowledge that support family engagement for the whole child.

How will students build family engagement communication skills?

Students develop strategies for maintaining positive relationships with families through written and oral communications such as parent-teacher conferences, newsletters, parent/child activity nights, and home visits.

What assessments are used in the course?

Assessment includes a Family Board PowerPoint (25 points), a 2-page parent newsletter (20 points), a Community Resource Presentation PowerPoint (25 points), and a Parent Workshop Project using Microsoft Word (20 points).

Aug 31, 2026

Upload by Chumphorn