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Online · School of Education · Graduate Education

School-Community Relations
EDUC-646

  • CG
  • Section 8WK
  • 11/08/2019 to 04/16/2020
  • Modified 01/13/2020

Contact Information

See detailed faculty information in Blackboard.

Course Description

Concepts and specific techniques in school-community relations involving the development and maintenance of purposeful programs of communication and collaboration between school personnel and the community. Includes appropriate field projects relating theory to practice.

Requisites

Prerequisites

Background Check Clearance with a score of 5 or Background Clear International with a score of 5 or Background Clear Out of State with a score of 5 or Background Clear Virginia with a score of 5

Rationale

School administrators and prospective school administrators who aspire to be adequately prepared in the development of effective school-community relations will find this course helpful. This course meets licensure standards mandated by the Commonwealth of Virginia. A student qualifying for admission into the Educational Administration Graduate Program at Liberty University should consider this course as one of the required courses in this program.

Measurable Learning Outcomes

Upon successful completion of this course, the student will be able to:

  1. Articulate biblical principles that relate to the relationships and interactions of human beings with each other as individuals and/or in communities.
  2. Demonstrate principles of effective communication skills, including consensus building, negotiation, and mediation skills.
  3. Identify emerging issues and trends related to schools and their internal and external communities.
  4. Apply professionalism in collaborating with members of the school community to support the school’s goals and enhance its collective capacity.
  5. Discuss appropriate public relations and public engagement strategies and processes.
  6. Demonstrate an understanding of resource management and development, theories of motivation, change in school culture, innovation and creativity, conflict resolution, adult learning and professional development models.
  7. Create a practical, workable plan for aligning available resources into a collaborative effort between the school and community.
  8. Integrate technology into the communication process.
  9. VDOE Competencies Met in This Course for School Administrators
    1. 1.b.7 Effective communication skills including consensus building, negotiation, and mediation skills.
    2. 1.c.2 Principles and issues of supervising and leading others to ensure a working and learning climate that is safe, secure, and respectful of a diverse school community.
    3. 1.c.3 Management decisions that ensure successful teaching and learning including, human resources management and development, theories of motivation, change in school culture, innovation and creativity, conflict resolution, adult learning and professional development models.
    4. 1.d.1 Emerging issues and trends within school/community relations.
    5. 1.d.2 Working collaboratively with staff, families, and community members to secure resources and to support the success of a diverse population.
    6. 1.d.3 Developing appropriate public relations and public engagement strategies and process.
    7. 1.d.4 Principles of effective two-way communication, including consensus building and negotiation skills.
    8. 1.d.5 Integration of technology to support communication efforts.
    9. 1.e.4 Intentional and purposeful effort to model professional, moral, and ethical standards as well as personal integrity.
    10. 1.e.5 Intentional and purposeful effort to model continuous professional learning and to work collegially and collaboratively with all members of the school community to support the school's goals and enhance its collective capacity.
    11. 1.f.3 Identify and respond to internal and external forces and influences on a school.
    12. 1.f.4 Identify and apply the processes of educational policy development at the state, local, and school level.
    13. 1.f.5 Identify and demonstrate ways to influence educational policy development at the state, local, and school level.
    14. 1.g.1 Experiential activities that complement, implement, and parallel the university curriculum.
    15. 1.g.2 Activities that emphasize student work with practical application that shall take place in the internship, the practicum field experience, as well as throughout the university program.
  10. ELCC Standards Met in This Course for School Administrators
    1. 4.1 Collaborates with Families and Other Community Members
    2. 4.2 Responds to Community Interests and Needs
    3. 4.3 Mobilizes Community Resources
    4. 6.1 Understands the Larger Context
    5. 6.2 Responds to the Larger Context
    6. 6.3 Influences the Larger Context
    7. See complete description of standards at: http://www.npbea.org/ELCC/ELCCStandards%20_5-02.pdf

Course Resources

Moore, E. H., Bagin, D., & Gallagher, D. R. (2019). The school and community relations (12th ed.). Pearson: Upper Saddle River, NJ. ISBN: 9780135210659.

www.LiveText.com membership: This is a website for portfolio development and the submission of major course assignments. Please note: Your one-time LiveText subscription purchase lasts for a period of 5 years and is required for all candidates seeking licensure.  LiveText is required in the following Virginia state-approved, licensure programs: M.A.T. in Elementary Education, M.A.T. in Middle Education, M.A.T. in Secondary Education, M.A.T. in  Special Education, M.Ed. Reading Specialist, M.Ed. Math Specialist, M.Ed. Administration & Supervision, M.Ed. in Curriculum & Instruction – Gifted Education, and M.Ed. in Curriculum & Instruction – Early Childhood Education. ISBN: 9780979663567.

Disclaimer: The above resources provide information consistent with the latest research regarding the subject area. Liberty University does not necessarily endorse specific personal, religious, philosophical, or political positions found in these resources.

Recommended Resource Purchase

American Psychological Association. Publication manual of the American Psychological Association (Current ed.). Washington, DC: Author.

 Additional Materials for Learning

    1. Computer with basic audio/video output equipment
    2. Internet access (broadband recommended)
    3. Blackboard recommended browsers
    4. Microsoft Office

Course Assignments

Textbook readings and journal articles

Course Requirements Checklist

After reading the Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1.

Discussion Board Forums (3)

Discussion boards are collaborative learning experiences integrated into course content. Each candidate will complete 3 Discussion Board Forum assignments throughout this course. For each assignment, the candidate will submit 1 thread of at least 450 words in response to a prompt, and 2 replies to classmates of at least 200 words. For each thread, the candidate must support his/her assertions with at least 2 reference citations in current APA format. The candidate will also cite 2 sources for each reply. Acceptable sources include the course textbook, the Bible, journals, books, videos, and/or related articles.

School-Community Demographic Study

The candidate will complete a demographic study using at least 2 references. This paper must be formatted according to current APA style, submitted through SafeAssign, and include a reference page. This assignment will also be submitted in LiveText as part of the Benchmark Assignment.

School-Community Needs Assessment

The candidate will compile a needs assessment using at least 3 references. This paper must be formatted according to current APA style, submitted through SafeAssign, and include a reference page. This assignment will also be submitted in LiveText as part of the Benchmark Assignment.

School Board Meeting Critique

The candidate will attend a school board meeting and write a 2–3-page critique using the template provided.

Community Resources Report

The candidate will write an analysis of community resources. This report must include an annotated directory, a reference page, at least 2 sources, and must be formatted according to current APA style. This assignment will also be submitted in LiveText as part of the Benchmark Assignment.

Practicum Requirements Skills Summary

The candidate will complete 30 practicum hours by spending time in a school and by attending local school and community events.

Interview with Principal Reflection

The candidate will interview a principal using the template provided. This assignment must be 1–2 pages.

Written Press Release

The candidate will write a 1–2-page press release using the guidelines provided in the text. This assignment must be formatted according to current APA style and must be submitted through SafeAssign.

School-Community Service Proposal

The candidate will write a proposal as the final stage of the Benchmark Assignment for this course. The candidate will use the demographic study, needs assessment, and community resources report completed in previous modules/weeks to develop a plan for community service. This assignment requires at least 2 references, must be formatted according to current APA style, and must be submitted through SafeAssign. This assignment must be submitted in both Blackboard and LiveText.

Tests (4)

The candidate will complete 4 tests based on the assigned textbook readings. These tests are a combination of multiple-choice questions and essay questions and are open-book/open-notes.

Course Grading

Course Requirements Checklist

10

Discussion Board Forums (3 at 50 pts ea)

150

School-Community Demographic Study

80

School-Community Needs Assessment

80

School Board Meeting Critique

100

Community Resources Report

80

Practicum Requirements Skills Summary

80

Interview with Principal Reflection

100

Written Press Release

50

School-Community Service Proposal

80

Tests (4 at 50 pts ea)

200

Total

1010

Course Policies

    1. LiveText Submission Policy

All LiveText assignments must be submitted to Blackboard and LiveText in order for the candidate to receive credit.

Policies

Late Assignment Policy

Course Assignments, including discussion boards, exams, and other graded assignments, should be submitted on time.

If the student is unable to complete an assignment on time, then he or she must contact the instructor immediately by email.

Assignments that are submitted after the due date without prior approval from the instructor will receive the following deductions:

  1. Late assignments submitted within one week after the due date will receive up to a 10% deduction.
  2. Assignments submitted more than one week and less than 2 weeks late will receive up to a 20% deduction.
  3. Assignments submitted two weeks late or after the final date of the course will not be accepted outside of special circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor.
  4. Group projects, including group discussion board threads and/or replies, and assignments will not be accepted after the due date outside of special circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor.

Disability Assistance

Students with a disability and those with medical conditions associated with pregnancy may contact Liberty University’s Online Office of Disability Accommodation Support (ODAS) at [email protected] for accommodations.  Such accommodations require appropriate documentation of your condition.   For more information about ODAS and the accommodations process, including how to request an accommodation, please visit https://www.liberty.edu/online/online-disability-accommodation-support/. Requests for accommodations not related to disabilities or pregnancy must be directed to the Registrar’s Office, which generally handles medical needs support.

If you have a complaint related to disability discrimination or an accommodation that was not provided, you may contact ODAS or the Office of Equity and Compliance by phone at (434) 592-4999 or by email at [email protected].  Click to see a full copy of Liberty’s Discrimination, Harassment, and Sexual Misconduct Policy or the Student Disability Grievance Policy and Procedures.

Course Attendance

In an effort to comply with U.S. Department of Education policies, attendance is measured by physical class attendance or any submission of a required assignment within the enrollment dates of the course (such as examinations, written papers or projects, any discussion board posts, etc.) or initiating any communication with one’s professor regarding an academic subject. More information regarding the attendance policy can be found in the Academic Course Catalogs. Regular attendance in online courses is expected throughout the length of the term. Students who do not attend within the first week of a sub-term by submitting a required academic assignment (such as the Course Requirements Checklist, an examination, written paper or project, discussion board post, or other academic activity) will be dropped from the course. Students who wish to re-engage in the course are encouraged to contact Academic Advising to discuss their enrollment options. Students who begin an online course, but at some point in the semester cease attending, and do not provide official notification to withdraw, will be assigned a grade of “FN” (Failure for Non-Attendance). Students wishing to withdraw from courses after the official start date should familiarize themselves with the withdrawal policy.

Grading Scale

A- B+ B B- C+ C C- D+ D D- F
940-1010 920-939 900-919 860-899 840-859 820-839 780-819 760-779 740-759 700-739 680-699 679 and below

For courses with a Pass/NP final grade, please refer to the Course Grading section of this syllabus for the assignment requirements and/or point value required to earn a Passing final grade.

Add/Drop Policy

The full policy statement and procedures are published in the Policy Directory.

Honor Code

Liberty University comprises a network of students, Alumni, faculty, staff and supporters that together form a Christian community based upon the truth of the Bible. This truth defines our foundational principles, from our Doctrinal Statement to the Code of Honor. These principles irrevocably align Liberty University’s operational procedures with the long tradition of university culture, which remains distinctively Christian, designed to preserve and advance truth. Our desire is to create a safe, comfortable environment within our community of learning, and we extend our academic and spiritual resources to all of our students with the goal of fostering academic maturity, spiritual growth and character development.

Communities are predicated on shared values and goals. The Code of Honor, an expression of the values from which our Doctrinal Statement was born, defines the fundamental principles by which our community exists. At the core of this code lie two essential concepts: a belief in the significance of all individuals, and a reliance on the existence of objective truth.

While we acknowledge that some may disagree with various elements of the Code of Honor, we maintain the expectation that our students will commit to respect and uphold the Code while enrolled at Liberty University.

Adherence to the principles and concepts established within facilitates the success of our students and strengthens the Liberty community.

The Code of Honor can be viewed in its entirety at http://www.liberty.edu/index.cfm?PID=19155.

Schedule

 

EDUC 646

Textbook: Moore et al., The School and Community Relations (2019).

Module/ Week

Reading & Study

Assignments

Points

1

Moore et al.: chs. 1–3

1 presentation

Course Requirements Checklist

Class Introductions

Advising Guide Acknowledgement

Field Request

DB Forum 1

10

0

0

0

50

2

Moore et al.: chs. 4–5

2 presentations

Practicum Proposal Form

School-Community Demographic Study

Test 1

0

80

50

3

Moore et al.: chs. 6–8

2 presentations

1 article

School-Community Needs Assessment

80

4

Moore et al.: chs. 9–10

Crisis Management Workbook

1 presentation

1 article

DB Forum 2

Test 2

50

50

5

Moore et al.: chs. 11–12

1 presentation

1 article

DB Forum 3

School Board Meeting Critique

50

100

6

Moore et al.: ch. 13

1 presentation

1 article

Community Resources Report

Test 3

80

50

7

Moore et al.: chs. 14–15

1 presentation

Practicum Requirements Skills Summary

Interview with Principal Reflection

Written Press Release

80

100

50

8

Moore et al.: ch. 16

1 presentation

Field Experience Summary (FES)

Field Experience Assessment (FEA)

School-Community Service Proposal

Test 4

0

0

80

50

Total

1010

DB = Discussion Board

 

NOTE: Each course week begins on Monday morning at 12:00 a.m. (ET) and ends on Sunday night at 11:59 p.m. (ET). The final week ends at 11:59 p.m. (ET) on Friday.