Leadership+Presentations

Sabrina Cabanilla PPS 6010 Dr. Coleman April 19, 2012 SLO Presentation  An understanding of socio-cultural diversity is essential for educators. Each student is comprised of different qualities such as race, age, gender, religion, learning and communication styles, ethnicity, and socio-economic status. All of these components that make up a student have some influence on their learning experience, and it is important for educators to be aware and mindful of these different backgrounds. Schools are the platforms for which students of different backgrounds come together, and it is the school that can provide and model for students an understanding of how to deal with these socio-cultural differences.  One of the main reasons that socio-cultural diversity has come to the forefront of understanding student dynamics lies in the changes in family dynamics and values as a result of the growing population. States in the South and West have specifically seen higher increases in population size. Along with this population growth has been an increase in diversity. Different ethnicities coming together- breeding, expanding, and assimilating values of other cultures- have created an even wider array of backgrounds and beliefs in these states. It is interesting that a majority of Southern and Western states have the highest population of students over the age of 5 who speak a language other than English at home. The ages of 5 and above consist of school age individuals. It is no wonder that schools have become increasingly diverse as a result of this population growth. The California Department of Education census also supports that schools have become increasingly diverse. Each year, the population of students in grades K-12 has increased, while the breakdown of each major ethnic group shows an increase across all groups except for the “White-not Hispanic” population. Clearly, these demographic patterns highlight the need for more competent multi-cultural educators in schools. School Psychologist should definitely be expected to be one of these competent multi-cultural educators since they are in a position that relies heavily on building rapport, trust, and communication with families of different backgrounds. == = = =//Jesse Santana Learning outcome//=



**JacquelynKent** **SLO** **Pupil development, well-being, and learning are enhanced by family-school collaboration**    
 * Parent involvement improves grades, test scores, attitude toward schoolwork, behavior, self esteem, completion of HW, academic perserverence, & class participation. (slide 2)
 * Other benefits, fewer sp. ed. placements, greater post secondary ed, higher attendance, and lower dropout rates (slide 3)
 * <span style="color: black; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Teacher benefits: better recognized by parents for better interpersonal skills, evaluated higher on teaching performance by principals, & increases job satisfaction (slide 4)
 * <span style="color: black; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Parent benefits: increased sense of self efficacy, understanding of school program, appreciation of the role they play in their child’s education, motivated to continue their own education, & better communication about school in general with their kids (slide 4)
 * <span style="color: black; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Single-parent status was associated with less involvement (slide 5)
 * <span style="color: black; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Increased parent school involvement and more active types of parent involvement were both associated with more positive development in all Vineland domains and greater mastery of early basic school skills in all subject areas. Increased parent school involvement was associated with especially positive development and academic performance in preschool boys (slide 6)
 * <span style="color: black; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Parental aggravation and strictness over time had a negative impact on a child's distractibility and hostility in the classroom (slide 7)
 * <span style="color: black; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Families of children with disabilities reported (a) receiving less family-centered services than reported by other families and (b) receiving less family-centered services from the schools than reported by teachers as being provided by the schools. (slide 8)
 * <span style="color: black; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Unfortunately, it is with families experiencing such social and economic disadvantages that successful home-school collaboration seems least likely to occur without systematic planning by school personnel (slide 11)
 * <span style="color: black; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Principal 1 - Schools need to analyze and implement home-school collaboration efforts within an ecological perspective (slide 12)
 * <span style="color: black; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Principal 2 - Schools need to understand how parents view education and their children's school and/or school district as well as how their individual and home-based needs correlate with their children's education and educational progress (slide 13)
 * <span style="color: black; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Principal 3 - Schools need to understand the school's true motivation for wanting to improve homeschool collaboration and its commitment to the process relative to staff knowledge, skills, resources, and persistence (slide 14)
 * <span style="color: black; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Principal 4 - Schools need to have an ongoing strategic planning process that guides all home-school collaborative efforts, evaluates those efforts, and adapts or institutionalizes (slide 15)
 * <span style="color: black; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">"Consulting with families about specific ways they can support their child's learning and behavior at school" received the highest importance rating out of 12 family-school partnership activities and was engaged in by more than 95% of the 417 school psychology practitioners surveyed.
 * <span style="color: black; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">The activity, "Provide information on how schools function," received high ratings by both parents and school psychologists.
 * <span style="color: black; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">School psychologists who were less likely to participate in partnership activities were also those who were less likely to perceive families as having strengths that could be tapped to help increase student success in school. (slide 16)
 * // Scoring Rubric for /Leadership Presentation: //**

4 points || Good Evidence 3 points || Minimal evidence 1-2 points || No evidence of inclusion 0 points ||
 * ** Student: ** |||||| ** Topic: ** ||
 * ** Objectives: ** || Excellent Evidence
 * Oral Presentation based on topic and readings ||  ||   ||   ||   ||
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 * Response to questions ||  ||   ||   ||   ||
 * Prompting relevant dialogue ||  ||   ||   ||   ||
 * Explains how the specific learning outcome may pertain to the job of being a School Psychologist ||  ||   ||   ||   ||