Johns Hopkins University Offers graduate degrees in Education:

Yvonne Waller

"Johns Hopkins helped me to improve my teaching skills and advance my career as an educator."
- Yvonne Waller, middle school teacher

Leadership for School, Family, and Community Collaboration

Adviser: Mavis Sanders, 410-516-9755

This 15-credit graduate certificate program is designed to provide educational leaders with the conceptual knowledge and practical skills to organize, implement, and evaluate a team approach to partnerships; create goal-oriented programs of school, family, and community involvement within the larger context of systemic change and reform; communicate effectively with diverse families and community individuals and agencies; and encourage an organizational climate that is conducive to partnerships and collaboration.

The program objectives are to:

  • Provide participants with an understanding of the role of family and community involvement and support within the broader context of school improvement and systemic reform
  • Enhance participants' communication and teambuilding skills to increase their effectiveness as leaders and facilitators of a team approach to school, family, and community partnerships
  • Assist participants in understanding the principles and techniques required for creating organizational climates conducive to the effective implementation of school, family, and community partnerships
  • Provide participants with a comprehensive understanding of family and community involvement and with the strategies and skills necessary to design, implement, and evaluate goal-oriented programs of school, family, and community partnerships

For additional information about the certificate, contact program adviser Mavis Sanders at 410-516-9755.

Requirements (15 Credits)

 

  • 851.705 Effective Leadership

    Students review the principles and techniques required of teacher leaders. The course emphasizes diagnosis of the school climate, principles of distributed leadership, motivation of faculty teams, and the dynamics of working in and with groups to accomplish school improvement goals. (3 credits)

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  • 882.524 Education of Culturally Diverse Students

    Participants analyze recent research related to the education of culturally diverse children and youth and explore case studies of successful minority education programs. The course focuses on understanding the interrelated roles of the school, the family, and the community in addressing the educational needs of culturally diverse children and youth. (3 credits)

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  • 893.601 Evaluation and Research of Technology Supported Interventions and Programs

    In this course students learn and practice the skills necessary to evaluate the use of instructional technology in educational settings. The course covers a range of alternative and mixed methods for data collection, such as observation, interviewing, the use of surveys, and analysis of data. Students develop an evaluation plan that can be implemented in their own educational settings and demonstrates their ability to select and/or develop appropriate metrics to identify the impact of technology in the teaching-learning process. Students use empirical methods to describe, explore, and/or explain the relationships between technology and program and/or individual outcomes. (3 credits)

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  • 851.630 School, Family, and Community Collaboration for School Improvement I

    Participants examine the theory, research, and best practices on school, family, and community partnerships. Individuals explore different types of partnerships, challenges to developing school-based partnership programs, and the components of effective partnership programs that enhance student performance and success. Participants design an action plan for partnerships to address school improvement goals. (3 credits)

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  • 851.631 School, Family, and Community Collaboration for School Improvement II

    Building on the knowledge and skills developed in 851.630 (School, Family, and Community Collaboration for School Improvement I), students continue to explore research-based theories and best practices in school, family, and community collaboration. The emphasis of this second course in the sequence is on students revising, implementing, and evaluating a key activity in the action plan for partnerships developed in 851.630. (3 credits)

    Prerequisite(s): ED.851.630

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