About this PLM
About the Authors
Alison H. Whitaker, Ed.D., NBCT - Alison has taught grades K-8 across her 31 years in the teaching profession. The majority of her experience has been with kindergarten and first grade students as a Reading Recovery trained early literacy specialist in Title 1 schools. She has been in the Instructional Facilitator role for five years, and is passionate about building relationships with teachers to support student learning. Alison obtained her Doctorate in Curriculum and Instruction from Gardner-Webb University.
Dissertation topic: Generational Differences in Motivations of North Carolina Public Elementary School Teachers.
Kathryn Pritchard, Ed.D., PMC - Through her 29 years in education, Kathryn has had the privilege of teaching all learners, preschool through adults. Kathryn is a certified special educator, Montessori educator, and administrator. Kathryn's passion is collaborating with educators to discover and implement strategies that engage all students in achieving their social, emotional, and academic potential. Kathryn obtained her Doctorate in Curriculum and Instruction from Gardner-Webb University.
Dissertation topic: First Year Teachers' Perceptions of Their Readiness for the Classroom.
Erin Keene, Ed.D., NBCT - Through her 15 years in education, Erin has had the privilege of teaching ninth through twelfth grade algebra 1 inclusion and non-inclusion classes, algebra 2, geometry and statistics. Erin's educational philosophy centers around her personal belief that the world is constantly changing and as educators it is our responsibility to teach students what is currently relevant in order to benefit the future of humanity. This means that we must be willing to experiment, test hypotheses and constantly challenge and change what we teach students. Erin is a National Board Certified Teacher and received her Masters in Divergent Learning from Columbia College. Erin obtained her Doctorate in Curriculum and Instruction from Gardner-Webb University.
Dissertation topic: Co-teaching in Inclusion Classrooms: An Investigation of Secondary Inclusion Practices.
Kim Coleman, Ed.D. - Through her 18 years in education, Kim has had the privilege of teaching sixth grade math and social studies and eighth grade math, science and English Language Arts. She is currently a middle school science instructional coach. Kim's passion is advocating for teachers and the teaching profession in order to create superior learning environments for students. Kim received her Masters in Middle Grades Education through Appalachian State University and her Doctorate in Curriculum and Instruction through Gardner-Webb University.
Dissertation topic: Optimal Conditions to Support School Climate and Increase Teacher Retention in Middle School Classrooms.
Description
This module is designed to lead a collaborative group of educators through the process of designing and implementing an event or activity to increase the levels of family and community engagement in schools. The module presents current research supporting family and community involvement in schools. Learners are prepared to recognize potential barriers to increasing family and community involvement and methods to overcome those barriers.
Subject Terms
Family Involvement
Community Engagement
Virtual Open House
School Business Partnership
School Family Night
Terms of Use
The learning cycle featured in this project is based on the STAR Legacy Cycle developed by the IRIS Center (2013;http://iris.peabody.vanderbilt.edu/) and based on the work of Dr. John Branford and colleagues (National Research Council, 2000).