Presentation on theme: "ENGAGING PARENTS IN THE EDUCATION OF GIFTED CHILDREN"— Presentation transcript:
1ENGAGING PARENTS IN THE EDUCATION OF GIFTED CHILDREN
2The Hong Kong Academy for Gifted Education (HKAGE) Dr Stephen Tommis湯敏思博士Executive Director
3Objectives of Presentation: What is meant by parental engagement?Why should schools engage with parents? And parents with schools?How are effective strategies for parental engagement best identified?What are some of the difficulties/barriers to parental engagement?
4Try to relate what you already do with what is suggested in this talk Working with parents is not a new concept! In what ways does your school/organisation engage parents now?Try to relate what you already do with what is suggested in this talk
5All Coordinated G&T Programmes should be designed to improve: Quality of identification, provision, and support (academic and pastoral) in schoolsLearner outcomes, especially attainment but also aspirations, motivation & self-esteemCapacity of teachers and schools to personalise education for G&T learnersParental engagement should support each of these objectives if it is to be effective
7What are some of the key influences on children’s success in schools? Q1: Do=100% Do Not=0%Q2: Least important – teacher salariesteacher curriculum participationhiring good teacherspre-school educational experiencesMost important family backgroundQ3: Intensive involvement of parents in their children’s schoolingQ4: 1% (4 of 538)Q5: Pre-school education; parenting classes; elementary counsellorsQ6: Whether parents dropped outQ7: No time; Don’t know what to doQ8: From birthQ9: Ages 3 to 8 yearsQ10: 3/4 years
9Parental Engagement: an audit from the UK (2006) 41% of parents knew their child was on the school G&T register8% parents said they had meetings with the school G&T co-ordinator55% of G&T co-ordinators provided IEPs but only 6% of parents had seen a copyOnly 3% of parents had been offered additional support with homework12% of parents had been offered information about enrichment resources out of school3% of parents were offered information about local curriculum support
10Audit continued:82% of Heads surveyed parents but only 18% of G&T co-ordinators and 10% of teachers in the same schools agreed that to be the case10% of parents had been offered courses on G&T in their schools79% of parents were unaware of an LA Parent Support Service and only 1% of parents had made use of the service27% of Heads said they shared information about local support groups with parents but only 6% of parents agreed they had been given this
11Why engage parents? Top Four Reasons 1Pupils with engaged parents are more likely to:Achieve higher grades and test scores/reduceunderachievementHave increased motivation & higher self esteemAttend school regularlyHave better social skills, show improved behaviour,and adapt well to schoolEnrol in and graduate from Higher EducationHenderson & Mapp A New Wave of Evidence: The Impact of School, Family and Community Connections on Student Achievement
12Why engage parents? Pupils High levels of parental expectation, consistent encouragement and actions to enhance learning opportunities in the home were all positively associated with students’ high aspirations and college enrolments – this regardless of students’ socio-economic status or ethnic backgroundCatsambis S 2001 Expanding knowledge of parental involvement in children’s secondary education
13Why engage parents? 2 Schools benefit from Improved teacher confidence and moraleHigher pupil achievement in all agesHigher ratings of teachers by parentsMore support from familiesNew funding for after-school and family supportprogrammesBetter reputation in the community
14Why engage parents?3Most parents want to be involved in their child’s educationParents express a genuine and deep-seated desire to help their children succeed in school regardless of differences in socio-economic status, race, ethnicity and cultural backgroundHenderson and Mapp 2002 ibid
15Why engage parents?4Recent studies consistently point towards a powerful association between parental involvement and student achievement and attainmentHarris & Goodall 2006 Parental Involvement in Education: An Overview of the Literature, University of WarwickEmpirical evidence shows that parental involvement is one of the key factors in securing high student achievement and sustained school performanceHarris and Chrispeels 2006 NCSL Literature ReviewFamily participation in education is twice as predictive of a pupil’s academic success as family socio-economic status and where engagement programmes are intensive it can be ten times more predictiveHenderson & Berla 1996 A New Generation of Evidence : The Family is critical to Student Achievement, US
16Every Parent MattersWhich forms of parental engagement seem to be the most effective in raising achievement and encouraging child welfare?
17UK DfES Report 2003Parental involvement continues to have a significant effect through the age range. Although the impact for older children becomes more evident in staying-on rates and educational aspirations than as measured achievement. Of the many forms of parental involvement, it is the at-home relationships and modelling of aspirations that play the major part in impact on school outcomes.Desforges and Abouchaar 2003 The Impact of Parental Involvement DfES
18Main Research Findings on Parental Engagement Studies reinforce the impact of parental involvement in learning in the home with better cognitive achievement, particularly in the early yearsParental involvement that takes the form of in-school activity has little effect on individual attainment – though it can be valuable for community relationsDeforges & Abouchaar ibid 2003:28
19The Key Standards of Parental Engagement CommunicationBasic Obligations of Schools to Inform ParentsCommunicate with families about school activities and pupil progress through meaningfuland effective school-to-home and home-to-school communicationsParentingBasic Responsibilities of ParentsAssist families with parenting and child rearing skills, understand child and adolescentdevelopment, and setting home conditions that support children of all ages and levelsPupil LearningInvolvement in Learning ActivitiesInvolve families with their children in learning activities at home, including homework, andoutside of school hours
20The Key Standards of Parental Engagement VolunteeringInvolvement at the School For the SchoolRecruit and train parents on different ways to volunteerSchool Decision-MakingParticipation and LeadershipInclude families as participants in school decisions, governance and advocacy throughcouncils, boards, PTAs and other parent organisationsCommunity CollaborationCo-ordinating resources and services for families and pupilsUtilising local resources (business, agencies, charities) to strengthen schools, familiesand pupil learningModified from Epstein J 1995 School-Family-Community Partnerships
21A Framework for Developing Parental Engagement Strategies in Schools PATHWAYSLEVELSEntryDevelopingExemplary1. Communication2. Parenting3. Pupil Learning4. Volunteering5. Decision-making6. Community
22Generic ElementsEntryDevelopingExemplaryCommunicationi. All parents are actively encouraged and supported to share a wide range of information about their child with the school, including any strengths or difficulties as well as educational aspirations and expectations.ii. The school provides a range of information, both individual and school wide, to parents. Key school documents are translated to provide equal access to all parents of relevant information.iii. The school recognises the importance of open and honest two-way communication with parents and has structures in place to ensure this happens on a regular basis.i. The school regularly canvases parents to ascertain how the school could help them to support their child, both at home and at school. Parents are involved in planning groups for all parental activitiesii. The school supports parents learning English by fostering and advertising school and community based courses. Translations are available for all information provided by the school, including pupil reports.iii. The school provides staff development on improving communication with parents, with parent representatives included in both planning and running these sessions. Parent – school collaboration is acknowledged as key to school and pupil success.i. Parents are engaged in planning a wide range of parental activities on a needs basis.ii. Parents are included in all key committees and planning groups. Parents’ views help inform all long term planning.iii. The school welcomes and supports parental collaboration in all areas of school life. All parents are encouraged and supported to actively participate in the life of the school.
23Parentingi. All parents are respected and welcomed into the school. Parents are canvassed to see what they would like the school to provide to support their parenting, such as “Positive Parenting” courses.ii. The school advises parents of parenting sessions and courses available through the school or within the local community.iii. There is a parent group within the school that is open to all parents and provides opportunities for parents to support each other in their parenting.i. The school works with parents to provide a range of parenting classes and courses throughout each school year, including some for parents of children with particular educational needs, such as EAL or gifted and talented children.ii. Special interest parenting groups are fostered and supported within the school, including groups for children with English as an alternative language, children with learning difficulties or gifted and talented children.iii. The school makes special efforts to support typically ‘hard to reach’ parents, helping facilitate access to transport, translation and child care so that these parents can be supported in making best use of all that the school has to offer.i. The school works with parents and the local community to provide a wide range of parenting classes and courses, based on a regular needs analysis.ii. There is a contact person within the school who can meet with parents to discuss parenting issues and suggest where they might look for help in resolving these.iii. Where space allows, there is a parents room within the school where parents can meet and where all information for parents can be found.
24Pupil learningi. Parents are involved in setting both short and long term goals for their child. Parents are encouraged to share any educational concerns for their child with the school, knowing they will be listened to.ii. The school works with parents to foster and support family learning, providing a range of information and resources. Parents have opportunities to engage directly with processes and products in a range of subjects, through sessions provided by the school.iii. Homework requirements and guidelines are jointly agreed with parents. A daily home-school link is provided, such as a homework diary, to foster direct communication between parents and teachers.i. All parents of children with particular educational needs, e.g. EAL pupils, gifted and talented pupils, meet regularly with the school each term to review progress and plan for further learning.ii. The school provides staff development on a range of ways to engage parents with pupil learning, such as through homework tasks or in-school sessions.iii. Staff regularly set interactive homework and actively promote links between home and school learning.i. Parents are integrally involved in planning and support for pupils with particular educational needs. Parental expertise with these pupils is acknowledged and used to aid planning and delivery of lessons.ii. All parents are supported to maximise pupil learning at home through a range of written material, interactive homework tasks and school based sessions and workshops.
25The Barriers to Parental Engagement Parents’ Viewpoint“I don’t know what schools can/should do for gifted children”“I’m not sure if my child is “gifted””“The school doesn’t understand the particular needs of my child”“I don’t want to be seen as a pushy parent”“I’ve spoken to the teacher to no effect and I don’t know what else I can do”
26Parent-Viewed Barriers: No recognised route for communication with schoolMany parents do not know how to help their children, especially those who are giftedTeachers not available to talk withParents usually not available during school hoursParents not made to feel welcome or opinions valued; parents lack confidenceSchool does not identify and make opportunities for parental engagement
27The Barriers to Parental Engagement Schools’ Viewpoint“We haven’t the time to deal with a small minority of children”“We need more resources to properly provide for G&T pupils as with SEN”“All children are gifted. We don’t believe in labelling children”“We have our G&T register but it is our policy not to tell parents”“If X’s behaviour was better we would feel more inclined to help with her academic progress”“We’re the professionals; parents should let us get on and teach”
28School-Viewed Barriers: Teachers feel unprepared to work with families – not in certification requirements, little in Inset – one of top challengesNot all Heads are convinced of the need in busy schedules and with pressured staffParents do not read school communications – ESL?Parents are not available during school hoursParents do not attend events such as parents’ eveningsParents do not respond to requests for engagement
29Characteristics of Successful Parental Engagement Strategies Dedicated and resourceful teachers who understand and value parental inputHeads who adopt an open-door policy, encourage parents to participate, and who work with the community to create support servicesParents viewed as a resource rather than a deficit – including support staffSchools who have a “driver” for initiating, developing, implementing and evaluating programmesSchools who provide parents with appropriate information/resources/workshops on how to encourage student successSchools that recognise diverse family backgrounds – the “hard to reach” parentsBilingual materials made available where appropriate so valuing the home language
30Further Characteristics…. Recruitment strategies centred on “personal approach”Dedicated parent centres established in schoolsParental support in key areas recognised – child care, interpreters, transportEvents organised to make it easy for parents to develop social support/new friendshipsActivities that are creative, diverse and flexibleRecruit volunteers to provide (specific tasks) information to parents about events and post in areas to greetFollow-up callsInvolve the pupils wherever possible
31Parents and Families are more likely to become engaged when they: Understand that they SHOULD be involvedFeel CAPABLE of making a contributionFeel INVITED and WELCOME by the school and their children
32SUMMARYParental engagement is a key mechanism to raising standards in schoolsParental engagement recognises the needs of individual children, including G&T, and lowers the threshold for a genuinely personalised educationSchools and parents need help to understand the needs of gifted children and to make provision that is truly appropriate – these Standards contribute to thatG&T parental engagement templates can lead the way for ALL pupils – inclusive and not elitist!