This microcredential is the second in the Spanish for Lunch series. It aligns with the Spanish for Lunch modules, which are free for all educators (see resources). This microcredential focuses on developing a template you can use to hold short, productive discussions with Spanish-speaking parents/guardians. You will work with a small group of bilingual students from your school to create and translate this template.
To earn this 0.5 USBE credit microcredential you will submit two different types of evidence from the list below to demonstrate your proficiency in working with students to create home communication aids in Spanish. You will also complete a short reflective analysis.
You will be charged $25 by the badge provider. You'll be charged at the point you submit your badge for final review.
You will need to collaborate with Spanish-speaking students to create home communication aids and to translate them into Spanish.
Communication Aid: Aids for educators to communicate with parents/guardians to support them in partnering with the school for student success. Examples include support in understanding assignments, information about student success, or requests to arrange a meeting with a teacher.
Educators must reach out to all parents/guardians, including those who speak Spanish, to praise their children, provide regular reminders, or set up a meeting with an interpreter. However, not all educators have the Spanish language skills to perform these kinds of tasks, so the Spanish for Lunch series provides you with the resources to help engage your own students in helping you develop those skills. Throughout the Spanish for Lunch series you will have a chance to collaborate with students that you choose to craft, translate, and use conversation templates to reach out to parents more frequently and effectively.
Testimonial: Submit a written or video-recorded testimonial from one or more of the students with whom you collaborated to create your conversation templates. The student testimonial should describe the process you used to develop, translate, and use the templates. Be sure to follow your district/charter guidelines for student privacy.
Other: Submit the conversation templates you created with your students, translated in both English and Spanish.
Candidate's Choice: Submit another type of evidence to demonstrate how you work with bilingual students to develop, translate, and use conversation templates to communicate with Spanish-speaking parents.
Candidates are required to make 2 evidence submission(s).
Phrase Strength: The conversation templates embody the relevant word choice and tone to be effective for crucial communication tasks (greetings, compliments, scheduling, etc.).
Translation Strength: The conversation templates are generally free of errors in common Spanish syntax, grammar and vocabulary. The phrases will be easily understood.
Educator-Student Collaboration: Evidence demonstrates that the teacher works with students to develop and translate conversation templates.
How did you collaborate with students to develop and translate these conversation templates?
How did you change the way you communicate with parents/guardians as a result of creating these conversation templates?
What changes will you make in the future to strengthen communication with Spanish-speaking parents/guardians?
Prompt #1: The educator is able to clearly identify several steps that were taken to collaborate effectively with students.
Prompt #2: The educator is able to provide examples of ways that communication with Spanish-speaking parents/guardians improved as a result of the development, translation, and use of the conversation template.
Prompt #3: The educator provides examples of other methods to improve communication and collaboration with Spanish-speaking parents/guardians.