Presentation on theme: "Beyond the Bake Sale The Essential Guide to Family- School Partnerships Anne T. Henderson, Karen L. Mapp, Vivian R. Johnson and Don Davies."— Presentation transcript:
1 Beyond the Bake Sale The Essential Guide to Family- School Partnerships Anne T. Henderson, Karen L. Mapp, Vivian R. Johnson and Don Davies
2 Objectives Why school, family and community partnerships are key to studentlearning and development• What types of partnership programswork best to support learning• How to achieve effective school,family and community partnerships
3 Part One: What is a Family- School Partnership Supposed toLook Like?
4 Fortress School (Below Basic) “Parents don’t care about their children’s education, and they are the main reason the kids 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” “We’re doing all we can to reach families
5 Come-if-we-call School (Basic) Parents are told what students will be learning at the fall open houseWorkshops are planned by staffFamilies visit school on report card pickup dayParents can call the office to get teacher-recordedmessages about homework
6 Open-Door School (Proficient) Parent-teacher conferences are held twice a yearSchool holds curriculum night three or four timesa yearParents raise issues at PTA meetings or see the principalMulticultural nights are held once a year
7 Partnership School (Advanced) Home visits are made to every new familyAll family activities connect to what students arelearningThere is a clear, open process for resolving problemsParents and teacher research issues
8 Part Two: Ready, Set, Go!How do you know if you’re ReallyOpen to Partnership?
9 Core Belief OneAll parents have dreams for their children and want the best for them.“…I believe that all parents hold big expectations for therole that schools will play in the life chances of theirchildren. They all harbor a large wish list of dreams andaspirations for their youngsters. All families care deeplyabout their children’s education and hope that theirprogeny will be happier, more productive, and moresuccessful than they have been in their lives.”(Lightfoot, 2003)
10 Core Belief Two All parents have the capacity to support their children's learning.
11 Hoover-Dempsey and Sandler: Three Constructs that Influence Parents’ Engagement: How parents develop their job description asa parent (their “role construction).How confident parents feel about their abilityto help their children (their “efficacy”).Whether parents feel invited-both by theirchildren and school staff (their “sense ofinvitation”).
12 Core Belief ThreeParents and school staff should be equalpartners.
13 Core Belief Four The responsibility for building partnerships between school and homerests primarily with school staff, especiallyschool leaders
14 Home-School Partnerships There is a positive and convincingrelationship between familyinvolvement and benefits forstudents, including improvedacademic achievement. Thisrelationship holds across families ofall economic, racial/ethnic, andeducational backgrounds and forstudents at all ages
15 Impact of Home-School Partnerships When parents and school staff work together to support learning, students: • Earn higher grades and test scores • Enroll in higher level programs • Are promoted more and earn more credits • Adapt better to school and attend more regularly • Have better social skills and behavior • Graduate and go on to higher education
16 Impact of Educational Community Partnerships Upgraded school facilities• Improved school leadership andstaffing• Higher quality learning programs forstudents• New resources and programs toimprove teaching and curriculum• Resources for after-school programsand family supports• Increased social and political capitalof participants
17 What types of programs work best to achieve positive student outcomes? Programs and interventions thatengage families in supportingtheir children’s learning athome are linked to higherstudent achievement.• Family involvement at homeappears to have the greatesteffect on studentachievement
18 Family Involvement has a protective effect.• The more families can supporttheir children’s progress:• The better their children do inschool• The longer they stay in school
19 Families of all cultural backgrounds, education, and income levels:• Encourage their children,• Talk with them about school,• Help them plan for higher education,• Keep them focused on learning andhomework.All families can, and do, have positiveeffects on their children’s learning
20 Parent and communityinvolvement that is linked toimproving student learning has agreater effect on achievementthan more general forms ofinvolvement.
21 How can we achieveeffective school, family,and communitypartnerships?
22 Components of Effective Partnerships To partner: Implies a relationship,frequently between twopeople, in which each hasequal status and a certainindependence but also implicitor formal obligations to theother or others.
23 The keys to building partnerships: When programs and initiativesfocus on building trusting andrespectful relationships amongschool staff, families, andcommunity members, theseprograms are effective increating and sustainingmeaningful partnerships
24 Effective programs to engage families and community embrace a philosophy of partnership. The responsibility for children’s educational development is a shared, collaborative enterprise among parents, school staff, and community members.
25 Parent-involvement programs that are effective in engagingdiverse families recognize,respect, and address culturaland class differences.
26 Programs that successfully connect with families and community invite involvement, are welcoming, and address specific parental and community needs.
27 Welcoming Families are made to feel at home, comfortable, and a part of the schoolcommunity
28 Honoring Family members are respected, validated and affirmed for any type ofinvolvement or contributionthey make.
29 Connecting School staff and families put children at the center and connect on education issues ofcommon interest designed toimprove educationalopportunities for the children.
30 Step One: Form an Action Team In order for any partnership initiative tobe successful, a diverse team ofcommitted individuals must takeresponsibility for the work.• An action team can be an existing groupthat coordinates family engagementinitiatives or a subcommittee of yourschool site council.
31 Action team membership Parents representing the diversityof the school population• Teachers from different gradelevels• Support staff (librarian, secretary,custodian, guidance counselors,nurse, cafeteria worker)• One administrator• Community representative
32 Step Two: Conduct a Needs and Assets Inventory Ask parents and communitymembers what they need to helpsupport children’s learning.• Ask parents and communitymembers what they can offer or forsuggestions of possible resourcesto support children’s learning. Taptheir “funds of knowledge.”
33 Asset Mapping Ask parents about child’s strengths, hobbies, interests, challenges. Letparents know that you value theirknowledge (“You are your child’s firstteacher…!)• Ask parents about their own interestsand hobbies, and any type ofcontribution they could make to theschool community.
34 Sample Needs Assessment Survey School Name Date: ________________ We’d like to hear from you about how we can help you support your child’s learning! Use this checklist to identify areas where you feel you could use extra information, advice and guidance from our school staff Check as many as you wish): For all grades: □ Helping my child with reading □ Helping my child with writing □ Helping my child with mathematics □ Helping my child with completion of their homework □ Helping my child with how they manage their time □ Helping my child perform well on the MCAS □ Helping my child with their attitude about school □ Helping my child improve their behavior at school and at home For middle and high schools: □ Helping my child with college and career planning □ Helping my child choose courses. Boston Public Schools
35 Step ThreeLink data from needs and assets inventory to student data. Use the results to develop a partnership initiative that is linked to learning.