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The Parents, Families and Community Connections goal is as follows: A teacher works
with parents, families and the community. The project selected to represent this goal is a book
created for the community that shared original Water Colors and Poetry. The book was created
after a Master’s of Arts in Teaching (MAT) course; the students in the class came together to
create artwork and poetry. I worked in another classroom where the students worked together to
published book. These works create windows for parents, families and the communities to see
Holistic teaching encompasses all aspects of the students, their lives, their ideas, their
desires and what they see for themselves in our community. “Children’s learning is promoted
through reciprocal relationship among families, schools, and communities that occur across these
systems (Kim et al. 2012)” (Chen, Anderson & Watkins, 2016). Incorporating all aspects of the
students’ lives will allow the educator to have an increased sense of what the students’ particular
classrooms and throughout the school. Educators work with different personnel and resources,
like the book that represents this goal, throughout the day to create healthy learning
environments. Some of the personnel are special educators, co-educators and paraprofessionals.
“Effective communication and collaboration between special educators and their general
education colleagues is essential” (Evans & Weiss, 2014). Educators often can create works in
their classroom and share with other educators how the students have progressed or what can be
anticipated from students in the future. The additional resources that paraprofessionals provide
Throughout practicum courses and students teaching I have used a variety of methods of
communication between myself, the students, parents, families and other staff members. While
student teaching I used the software application Class Dojo© to great success, the program is
user friendly and was a quick and efficient means of communication. “Communication is an
essential part of the daily lives of families, educational personnel, and students across all grade
levels… Communication methods can include emails, letters home, phone calls, or even text
messages depending on the teacher or family’s preference” (Natale & Lubniewski, 2018).
The classroom presents a buffet of opportunities for students to experience a variety for
learning. “Community projects and service learning initiatives allow students to use their
classroom skills to benefit the world around them. In turn, the skills and lessons learned can
boost academic achievement” (Jackson, 2018). Educators and community members work
together to provide resources for the benefit of students’ experiences. “The business community,
has a vested interest in the schools and will do what it can to help… their knowledge, their
resources, their wisdom” (Burke, 2012). The book I created was donated to the community at the
Egan Library in Juneau, Alaska. At the library the community and future graduate students can
Schools are an integral part of the community; parents, families, educators and students
play important roles in the shaping of the community. “Building regular school-community
connections is significant and, if developed and implemented well, can have lasting positive
impacts on the students, teachers, and community members involved for years to come”
(Hummell, 2018). Classrooms are connected to parents, families and the greater community
through their work, practices and involvement. And what we as educators do with our students is
worth sharing with others, as the book of artwork and poetry presents to readers.
MASTER’S ACADEMIC PORTFOLIO Monta 3
References
Burke, J. (2012). EJ in Focus: Connecting the Classroom, Community, and Curriculum. The
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Chen, M.-E., Anderson, J., & Watkins, L. (2016). Parent Perceptions of Connectedness in a Full
Service Community School Project. Journal of Child & Family Studies, 25(7), 2268–
2278. https://doi-org.ezproxy.uas.alaska.edu/10.1007/s10826-016-0398-5
Evans, C., & Weiss, S. L. (2014). Teachers Working Together: How to Communicate,
https://egan.ezproxy.uas.alaska.edu/login?url=http://search.ebscohost.com/login.aspx?
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MASTER’S ACADEMIC PORTFOLIO Monta 4
Kim, E. M., Coutts, M. J., Holmes, S. R., Sheridan, S. M., Ransom, K. A., Sjuts, T. M., &
CYFS Working Paper No. 2012-6: Nebraska Center for Research on Children, Youth,
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