Presentation on theme: "Office of Parent, Family, Community Engagement & Faith-Based Partnerships PARENT ENGAGEMENT 101 Explain why I am starting with these two pieces: what I."— Presentation transcript:
1 Office of Parent, Family, Community Engagement & Faith-Based Partnerships PARENT ENGAGEMENT 101Explain why I am starting with these two pieces: what I found from working with principals and school staff.
3 Research Shows thatChildren whose parents read to them at home recognize letters of the alphabet and write their names sooner that those whose parents do not.Children whose parents teach them how to write words are able to identify letters and connect them to speech sounds.Children’s early cognitive development is enhanced by parent supportiveness in play and a supportive cognitive and literacy-oriented environment at home.
4 Research Shows thatChildren in grades K-3 whose parents participate in school activities have good work habits and stay on task.Children whose parents provide support with homework perform better in the classroom.Low-income African American children whose families maintained high rates of parent participation in elementary school are more likely to complete high school.from “Family, School & Community Engagement: Reframing the Conversation” a presentation by Anna Hinton Ph.D., Director Parental Options and Information, U.S. Department of Education
5 Reframing Parent Engagement From an individual parent’s or teacher’s “job”To Shared ResponsibilityFrom Deficit-Based and AdversarialTo Strength-Based and CollaborativeFrom Random ActsTo systemic approaches from cradle to career cFrom Add-On ServicesIntegrated and Purposeful Connection to LearningEvents DrivenLearning and Outcomes DrivenComplianceOwnership and Continuous ImprovementOne-Time ProjectSustained
6 Instructional Core Community School Parent(s) Family Content Student TeacherParent(s) FamilyAdapted from “Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning”
7 Suggestions from National PTA Involvement programs that link to learning improve student achievementSpeaking up for children protects and promotes their successALL FAMILIES can contribute to their children’s successCommunity organizing gets results
8 PTA National Standards for School-Family Partnerships Standard 1: Welcoming all families into the school communityStandard 2: Communicating effectivelyStandard 3: Supporting student successStandard 4: Speaking up for every childStandard 5: Sharing powerStandard 6: Collaborating with community
9 “My vision for family engagement is ambitious… I want to have too many parents demanding excellence in their schools. I want all parents to be real partners in education with their children’s teachers, from cradle to career. In this partnership, students and parents should feel connected – and teachers should feel supported. When parents demand change and better options for their children, they become the real accountability backstop for the educational system,” –Arne Duncan, Secretary of Education May 3, 2010
10 Fortress School (Below Basic) “Parents don’t care about their children’s education, and they are the main reason the kid’s are failing”“Parents don’t come to conferences, no matter what we do”Principal picks a small group of “cooperative parents” to help out“We’re teachers, not social workers”“Curriculum and standards are too advanced for these parents”
11 Come-If-We-Call School (Basic) Parents are told what students will be learning at the fall open houseWorkshops are planned by staffFamilies can visit school on report card pickup dayParents call the office to get teacher- recorded messages about homework
12 Open-Door School (Proficient) Parent-teacher conferences are held twice a yearThere is an “Action Team” for family engagementSchool holds curriculum night three or four times a yearParents raise issues at PTA meetings or see the principalMulticultural nights are held once a year
13 Partnership School (Advanced) Families are seen as partners in improving educational outcomesAll family activities are connected to student learningThere is a clear, open process for resolving problemsParents and teachers research issues togetherFamilies are actively involved in decision-makingHome visits are made to every new family
14 The Joining Process* Welcoming Honoring Connecting * from Mapp, K.L “Having Their Say: Parents Describe Why and How They Are Engaged in Their Children's Learning.” School Community Journal, Volume 13, Number 1
15 WelcomingFamilies are made to feel at home, comfortable, and a part of the school community.
16 HonoringFamily members are respected, validated and affirmed for any type of involvement or contribution they make.
17 ConnectingSchool staff and families put children at the center and connect on education issues of common interest designed to improve educational opportunities for the children.
18 Know – Positive Assumptions Yield Positive Results Assume ALL parents love their childrenAssume ALL children can learnDON’T Assume that parents KNOW how to help their children or understand that their child needs help.Expect parents to be involvedClarify expectations for parents from the beginning
19 Walk the Talk – Actions Speak Louder than Words Be preparedCOMMUNICATEHave procedures for addressing parent concerns in a timely mannerPlan for volunteersValue ALL families and SHOW students that their families are valuedExpect ALL staff to invest in building school/family partnerships
20 Effective Communication Attributes of Effective CommunicationBarriers to Effective Communication
21 Effective Communication Attributes of Effective CommunicationBarriers to Effective CommunicationCommon goalsTrustRespectConsistencyKnowledge and understandingof your partnerof the situationAssumptionsCultural differencesLack of follow-throughPutting yourself in the center
22 Additional ResourcesPennsylvania Parent Information Resource Center (Center for Schools and Communities (The Family Involvement Network of Educators (FINE) ( hfrp/projects/fine.html)