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EDA634 Diverse Families/Communities

Lead Faculty: Dr Clifford E. Tyler

Course Description

Examining and evaluating attitudes toward race, culture, ethnicity, sexual orientation, and individuals with disabilities. Learning how to work effectively with diverse families, caregivers, and community members. For candidates in Santa Clara County Office/NU joint program only.

Learning Outcomes

  • Be aware of the importance of establishing connections between the school and the community.
  • Demonstrate an understanding of the importance of incorporating the perspectives of families and community members into the decision-making of the school.
  • Recognize the goals and aspirations of diverse family and community groups as communications are developed.
  • Identify existing gaps in incorporating family and community involvement.
  • Work with staff to address and prioritize strengths and weaknesses of current family and community involvement efforts.
  • Implement a plan for addressing needs and capitalizing on strengths.
  • Assess personal strengths and limitations in public and engagement and work to improve professional capacity in this area.
  • Be aware of the importance of establishing partnerships between the school and the community.
  • Establish a venue to ensure the flow of information to all stakeholders regarding community partnerships.
  • Work with district, site and community leaders to identify opportunities for establishing partnerships that will contribute to increased achievement of all students.
  • Identify and establish programs that educate parents in order to support student success.
  • Acquire and demonstrate strong facilitation skills.
  • Establish predictable connections between the school and families.
  • Develop a process for maintaining and assessing communication strategies.
  • Be able to generate new strategies for communicating with families/community members.
  • Investigate and identify adopted instructional materials which include assessments and teaching strategies that meet the needs of students who are learning to be literate in English.
  • Recognize the goals and aspirations of diverse family and community groups as communications are developed.
  • Identify structures for translating communications into home languages.
  • Identify actions rooted in beliefs/values/assumptions that are inconsistent with the principle of equity.
  • Understand that a leaders own actions and communications influence the shared values and beliefs of a school community.
  • Identify specific areas of beliefs/values for change and strategies for achieving change.
  • Demonstrates high standards of professionalism and the principle of educational equity.
  • Conveys a consistent set of beliefs, values, and assumption regarding the educability of all students in a standards-based system and the principle of equity.