NO. OF CREDITS:
3 QUARTER CREDITS
[semester equivalent = 2.00 credits]
|WA CLOCK HRS:
LEARNING OUTCOMES: Upon completion of this course, participants will have:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.
AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
None. All reading is online.
Once you register, log onto the instructorʼs website at www.michaelsedler.com. Click on Classes, then scroll down and click on Parents: Adversary or Ally? manual. The manual will download as a PDF file to your computer.
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignment #1: Read the Manual.
Assignment #2: Read Your Chosen Text.
Assignment #3: Parent Involvement Form.
Assignment #4: Student Candidate.
Assignment #5: Phone Log.
Assignment #6: Summary of Findings.
Assignment #7: Discussion with an Educator.
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you are not teaching in a classroom, please contact the instructor for course modifications. If you are a classroom teacher and start or need to complete this course during the summer, please try to apply your ideas when possible with youth from your neighborhood, at a local public library or parks department facility, (they will often be glad to sponsor community-based learning), or with students in another teacher’s summer classroom in session.
Assignment #8: Home Visits.
Assignment #9: Lesson Development.
Assignment #10: (500 Level only)
C. INTEGRATION PAPER
Assignment #11: (Required for 400 and 500 Level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Send to your instructor at their email address. Subject line to read "(put course name here) Integration Paper"
INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Mike Sedler, D.Min., M.S.W. brings over 30 years of educational experience as an administrator, social worker, behavior specialist and teacher to each of his classes.
He provides consultation services and seminars throughout the United States and Canada for schools, agencies and businesses. He has been teaching “adult learning classes” since the mid 1980’s and has had the privilege of working for The Heritage Institute for over 25 years.
He has a graduate degree in Social Work, a Doctoral degree in Ministry, a Counseling license, as well as his teaching certification (K-8). His combination of classroom experience, behavior intervention approaches, and involvement in working with hundreds of families allows for an excellent blend in all his classes.
Mike is passionate about children and emphasizes the importance of avoiding power struggles, offering options/choices to children, setting clear boundaries and guidelines as well as finding a place of positive engagement and connection with each individual. His heart for people and emphasis on positive communication are found throughout his seminars and classes.
All of Mike’s classes are practical and “field tested” in schools and classrooms. Educators have found ongoing success in implementing Mike’s clear and concise approaches.
PARENTS: ADVERSARY OR ALLY? A Cooperative Approach
Akabas. Meg and Bernstein, Fred. 52 Weeks Of Parenting Wisdom. Parenting Solutions Press, 2012. Once per week lessons to help on a variety of topics (grades P-12.) www.parenting-solutions.com
Canter, Lee. Parents On Your Side. Solution Tree, 2008. Assisting teachers to gain parent support (grades K-12.) www.solution-tree.com 800 733 6786.
Cline, Foster, and Fay, Jim. Parenting With Love And Logic. Love and Logic Institute. 2014. New approaches to working with children (grades K - 12.) www.loveandlogic.com 800 455 7557.
Criswell, Heather. How To Raise A Happy Child. Everyday Genius Institute, 2013. Helps you become stronger in parenting skills with positive approaches (grades K-8) www.everydaygeniusinstitute.com 415 524 7342.
Hutchins, Darcy and Epstein, Joyce, et al. Family Reading Night. Routledge press, 2014. Guidelines for schools to host family reading nights (grades P-6.) www.routledge.com 800 634 7064.
Kastner, Laura and Wyatt, Jennifer. Getting To Calm. Parent Map, 2009. Addresses emotional regulation for parents (grades P-12.) www.parentmap.com 206 709 9026.
Kyle, Diane and McIntyre, Ellen, et al. Bridging School and Home Through Family Nights. Skyhorse Publishing, 2015. Guide for families to develop family nights (grades K-12.) www.skyhorsepublishing.com 212 643 6816.
Le Messurier, Mark. Parenting Tough Kids. Skyhorse Publishing, 2015. Simple proven strategies to help kids succeed (grades K-9.) www.skyhorsepublishing.com 212 643 6816.
Lott, Lynn. Chores Without Wars. Taylor Trade Publishing, 2012. Helping families work together as a team (grades K-12; adult.) www.rlpgbooks.com 800 462 6420.
Nelsen, Jane, et al. Positive Discipline Series. Empowering People Inc. 2011. Create cooperation and self-discipline in students (grades K - 12, series.) www.empoweringpeople.com 800 456 7770.
Payne, Ruby. A Framework For Understanding Poverty. Aha! Process, Inc, 2013. Understanding the link between poverty and learning (grades K -12; adult.) www.ahaprocess.com 800 424 9484.
Rudney, Gwen. Every Teachers Guide To Working With Parents. Corwin Press, 2005. How to partner with parents (grades K-12.) www.corwinpress.com 800 233 9936.
Tingley, Suzanne. How To Handle Difficult Parents. Prufrock Press, 2012. A variety of parenting styles explored and solutions to challenging behaviors discussed. (grade P-12) www.prufrock.com 800 998 2208.