To Complete This Assessment Use The PowerPoint Template Prov

To complete This Assessmentuse The Powerpoint Template Provided To Cr

To complete This Assessment: Use the PowerPoint Template provided to create a presentation with an accompanying script that begins with a Title Slide, ends with a Reference Slide, and includes slides that cover: · A brief introduction explaining why strong partnerships between staff and families are vital to all involved. (1-2 paragraphs) · Analyze evidence-based resources in order to suggest: · Four research-based strategies to help foster caring and meaningful partnerships between staff and families. (2-3 slides) · At least three questions designed to elicit input from staff on key concepts related to building strong and supportive staff-family partnerships. (You do not need to answer the questions in your script, but they should reflect key concepts that you want staff to explore in greater depth.) (2-3 slides) · At least two questions for staff to pose to families, which foster communication between families and staff. (1 slide) · A brief summary of and a citation/link to a recommended article that you would like staff to read before the next workshop, which will be on strengthening staff-family communication. (1 slide) · The resources that contributed to your knowledge base. (1-2 slides) Note : The PowerPoint Template is formatted according to this content. However, you can change the slide titles, add slides, and make any adjustments necessary to create the most effective presentation possible. Presentation Guidelines: · Use the Notes section of each slide to write the script for your presentation. Pexels . Because you are creating this PowerPoint for an Assessment and not to share for-profit, you can also use Shutterstock . · Be sure to complete the Reference Slide, and accurately cite all of the references you used to complete your PowerPoint. When citing references within the PowerPoint and on the reference slide, use the Walden University APA guidelines for citations and the Academic Writing Expectation (AWE) writing guidelines at AWE Writing Guidelines . (1-2 slide) · TEXTBOOK: THE WELCOMING CLASSROOM: BUILDING STRONG HOME-TO-SCHOOL CONNECTIONS FOR EARLY LEARNING · · Chapter 1, “Your Role in Engaging Families†(pp.

9–27) · Ernst, J. D. (2015). The welcoming classroom: Building strong home-to-school connections for early learning . Lewisville, NC: Gryphon House. · Time Estimate: 18 min · VIDEO: BUILDING RELATIONSHIPS BETWEEN PARENTS AND TEACHERS (11:01) · · Building Relationships Between Parents and Teachers: Megan Olivia Hall at TEDxBurnsvilleED · TEDTALKS. (November 7, 2013). Building Relationships Between Parents and Teachers: Megan Olivia Hall at TEDxBurnsvilleED [Video File] Retrieved from · WEB RESOURCE: BUILDING PARTNERSHIPS: GUIDE TO DEVELOPING RELATIONSHIPS WITH FAMILIES · · Building partnerships: Guide to developing relationships with families · The National Center on Parent, Family, and Community Engagement. (n.d.).

Building partnerships: Guide to developing relationships with families . Retrieved from · Time Estimate: 35 min · WEB SITE SIMULATION: BOOSTING SCHOOL READINESS THROUGH EFFECTIVE FAMILY ENGAGEMENT SERIES: ENGAGING FAMILIES FROM THE START · · Parent, Family, and Community Engagement Simulation: Boosting school readiness through effective family engagement series · Office of Head Start (n.d.) “Engaging families from the start.†(No. 1). Parent, Family, and Community Engagement Simulation: Boosting school readiness through effective family engagement series [Interactive media]. Retrieved from · Time Estimate: 22 min TEXTBOOK: FAMILIES, SCHOOLS, AND COMMUNITIES: BUILDING PARTNERSHIPS FOR EDUCATING CHILDREN Chapter 10, “Establishing and Maintaining Collaborative Relationships†(pp.

264–300) Scully, P. A., Barbour, C., & Roberts-King, H. (2015). Families, schools, and communities: Building partnerships for educating children (6th ed.). Boston, MA: Pearson. Time Estimate: 30 min TEXTBOOK: THE WELCOMING CLASSROOM: BUILDING STRONG HOME-TO-SCHOOL CONNECTIONS FOR EARLY LEARNING Chapter 2, “Foundational Communication and Collaboration Skills†(pp.

29–33) Chapter 4, “Becoming a Culturally Competent Communicator†(pp. 65–82) Ernst, J. D. (2014). The welcoming classroom: Building strong home-to-school connections for early learning. Lewisville, NC: Gryphon House.

Time Estimate: 25 min VIDEO: TEACHERS TV: COMMUNICATING WITH PARENTS (18:32) Teachers TV: Communicating with parents EdChat Network [EdChat TV]. (August 1, 2013). Teachers TV: Communicating with parents [Video file]. Retrieved from BUS401 Week 4 Discussion Forum Working capital investments are subtracted in the cash flows each year due to continued operation expenses. Costs of operations continue throughout the entire period of production. The required rate of return is the absolute minimum required for a successful endeavor.

Returns below this threshold indicate a failed venture. Companies use this threshold to determine if the investment is worthwhile. The auto company’s normal rate of return is 15%, rather than the 9% for this project. Obviously, a 6% higher return would increase the profitability of the project. At 9%, the electrobicycle is a riskier project.

The company should not invest in this project. With a 9% expected rate of return, the NPV does not exceed the initial investment. Even if the salvage value of the equipment is added to the total return, the return will be below the initial investment. However, if the rate of return of 10% or more will be an appropriate investment. 5/31/2021 Week 4 - Journal Week 4 - Journal Due May 30 by 11:59pm Points 4 Submitting a media recording or a file upload Start Assignment Video Reflection 2 [WLOs: 2, 3, 5] [CLOs:1, 2, 3, 4] In the past two weeks, you have chosen a publicly traded company and have prepared Section 3 of the Week 5 final project.

Section 3 evaluated the stock price of the company using the constant growth formula. This week, you practiced NPV calculations in the discussion, and you are working on Section 4 of the Final Project. In Section 4, you will use the capital asset pricing model (CAPM) to calculate the company’s required rate of return. Then, using this CAPM required rate of return, you will recalculate the company’s stock price using the constant growth formula. At this point, you have begun to develop an understanding of the value of the company’s stock.

Ultimately, you will need to decide if you can recommend investing in this company’s stock (with a buy recommendation) or if you do not feel it is a good investment (a sell recommendation). For many companies, the evidence will be quite strong in one direction or the other. For other companies, the evidence will be conflicting, and you may consider issuing a hold recommendation. Prepare: Prior to beginning work on this journal, Complete the Week 4 – Learning Activity 1 in Amplifire. Complete your initial post in the Week 4 - Discussion.

Review the feedback you received on your graded assignments from Weeks 1 through 3. Consider completing Week 4 - Learning Activity 2 in Amplifire. Consider completing the CAPM calculations within the Week 4 - Assignment. Review Read Chapter 9 of Essentials of finance. Record: Record a two- to three-minute video answering the following questions: What are the similarities between the time value of money formulas (from Week 3) and the NPV analysis in the Week 4 discussion?

Week 4 - Journal What is the purpose of NPV analysis? Be sure to discuss the concepts of risk and return in your answer. What are two improvements or corrections you could make to your previous assignments in preparation for the final project that is due in Week 5? What is going well and what are you struggling with in regard to Weeks 3 and 4? What is one question you have about the Week 4 assignment or the Week 5 final project?

Paper For Above instruction

Developing strong partnerships between staff and families is fundamental to creating a nurturing and effective educational environment, particularly within early childhood education. Such partnerships foster trust, enhance communication, and promote shared goals that are vital for children's social, emotional, and academic development. The literature consistently emphasizes that collaborative relationships between educators and families improve engagement and lead to better developmental outcomes for children (Ernst, 2015). Building these relationships requires intentional strategies rooted in evidence-based practices, effective communication skills, and mutual respect.

Research underscores four primary strategies for fostering caring and meaningful staff-family partnerships. First, establishing open and ongoing communication channels is essential. This includes regular updates through newsletters, parent-teacher conferences, and digital communication tools, which help families stay informed and involved (Scully, Barbour, & Roberts-King, 2015). Second, engaging families as active partners in decision-making processes related to their child's education strengthens trust and promotes a sense of shared responsibility. This might involve inviting families to participate in classroom activities or advisory committees (Ernst, 2014). Third, cultural competence is crucial; educators should develop skills to understand and respect diverse family backgrounds, ensuring that communication is culturally sensitive and inclusive (Ernst, 2014). Lastly, providing opportunities for reciprocal feedback allows staff and families to voice concerns and suggestions, fostering a two-way dialogue that builds mutual understanding and respect (Building Partnerships, 2021).

To deepen collaboration, it's important to pose targeted questions to staff that encourage reflection and dialogue on how to strengthen their relationships with families. For example, asking, “What strategies do you find most effective in building trust with families from diverse backgrounds?” invites staff to consider best practices and share successful approaches (Hall, 2013). Another question, “How do you ensure that communication remains culturally responsive and accessible to all families?” prompts reflection on inclusivity. A third question such as “In what ways do you involve families in classroom learning activities or decision-making processes?” encourages staff to think about practical ways to foster collaboration (Building Partnerships, 2021). These questions promote key concepts of cultural responsiveness, active engagement, and shared responsibility.

In addition, staff can foster communication by asking families questions that build rapport and gather useful insights about their child's needs and strengths. Examples include, “What are your child's favorite activities at home, and how can we incorporate these into our classroom?” and “Are there any specific concerns or goals you have for your child's learning this year?” These questions demonstrate respect for families' input, encourage ongoing dialogue, and help tailor instructional approaches to individual children (Ernst, 2015). Building these two-way conversations requires sensitivity and attentiveness to family cues and cultural contexts.

A recommended article for staff to read before the next workshop on strengthening staff-family communication is “Building Partnerships: Guide to Developing Relationships with Families” by the National Center on Parent, Family, and Community Engagement. This resource synthesizes current research on effective partnership-building strategies and provides practical tools for fostering collaboration (National Center on Parent, Family, & Community Engagement, n.d.). It offers insights into culturally competent communication, shared decision-making, and involving families in school activities, which are essential components of successful partnerships.

Overall, effective partnerships between staff and families are built on deliberate communication, cultural responsiveness, shared decision-making, and mutual respect. These elements contribute significantly to children's well-being and learning outcomes. As educators actively incorporate evidence-based strategies, pose thoughtful questions to reflect on their practices, and foster open dialogue with families, they strengthen the foundation for collaborative relationships that support child development and family engagement.

References

• Building Partnerships: Guide to Developing Relationships with Families. (2021). The National Center on Parent, Family, and Community Engagement. https://www.familieslearning.org
• Ernst, J. D. (2015). The welcoming classroom: Building strong home-to-school connections for early learning. Gryphon House.
• Hall, M. O. (2013). Building Relationships Between Parents and Teachers [Video]. TEDxBurnsvilleED. https://www.ted.com/tedx
• Scully, P. A., Barbour, C., & Roberts-King, H. (2015). Families, schools, and communities: Building partnerships for educating children (6th ed.). Pearson.
• National Center on Parent, Family, and Community Engagement. (n.d.). Building partnerships: Guide to developing relationships with families. https://www.familieslearning.org