School, Family and Community Partnerships Blank, M. A. & Kershaw, C. (1998). The designbook for building partnerships: School, Home and Community. Lancaster:
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Presentation on theme: "School, Family and Community Partnerships Blank, M. A. & Kershaw, C. (1998). The designbook for building partnerships: School, Home and Community. Lancaster:"— Presentation transcript:
School, Family and Community Partnerships Blank, M. A. & Kershaw, C. (1998). The designbook for building partnerships: School, Home and Community. Lancaster: Technolomic Publishing Co. The importance of building collaborative school cultures in which families are equal partners in the enterprise of education.
True communities and strong partnerships are highly desirable for both parents and educators For the partnership to be strong, there must be a commitment on both sides and a willingness to fully understand the diversity of perspectives within the school community. Leadership is critical to strong partnerships The success of school efforts at developing parent partnerships rest on effective planning, monitoring progress, and celebrating results For parent involvement partnerships to be successful, there should be numerous connections and a range of opportunities rather than single, isolated activities or events.
All contributions to the partnerships are valued equally. Strong partnerships should build the capacity of all individuals involved. Barriers to building strong partnerships should be recognized and acknowledged. Partnerships will be designed in different ways for each school depending on the specific needs and desires of those within the school community
Perceptions that the school environment is not supportive of parents Logistic, cultural, and language barriers Time and lack of other resources Uncertainty about what to do. Pessimistic expectations about what can be accomplished Lack of mutual understanding Personality differences Decreasing parent involvement as students approach adolescence Unclear expectations about parent involvement Unfulfilled responsibilities leading to resentment.
If families are to be involved as true partners in their children's education, it is important to provide on-going opportunities to hear their concerns and comments as well as providing them information. Moles, 1996
TOGETHER Keep the benefit of all students as the primary focus Use survey results and other data to improve school and partnership effectiveness Look beyond constraints and consider creative solutions Strive to be better collaborators and partners EDUCATORS Periodically identify the needs and interests of community members Provide leadership and structure for collaborative activities Maintain a climate that encourages creative thinking Gather the perceptions of parents on a regular basis Solicit input form parents and community members when making decision and problem solving PARENTS Complete and return surveys promptly Give hones, informed ideas and opinions Share individual perspectives and interests Participate when asked or volunteer to be involved in collaborative activities Provide feedback to educators Shared Responsibilities
Group Activity Develop a set of INDICATORS OF BEST PRACTICES for promoting meaningful HOME – SCHOOL Collaboration: Consider the following areas: School Environment Communication Relationships Expectations