Collaborative relationships with parents and community partners Dr. James Ko Teachers and Teaching in Context 2014.

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Presentation transcript:

Collaborative relationships with parents and community partners Dr. James Ko Teachers and Teaching in Context 2014

Overview – learning outcomes  Understand how to build collaborative relationships with parents  Understand how to make productive contributions in the professional learning community  Discuss on how to build home-school-community collaborative relationships  Understand the challenges in working with parents and community partners

School-Family Community Partnership in Hong Kong: Perspectives and Challenges – by Pang I- Wah (2005) Epstein’s six types of school-family relationship History of School-Family Community Partnership in Hong Kong Activity 1 (worksheet)

Home-school collaboration in two Chinese societies: Hong Kong and Macao– by Ho. E.S.C. (2009)  Institutionalization of home-school collaboration  Multi-dimensionality of home-school collaboration  Conclusion and Implications

Home-school collaboration in HK and Macao Asian societies including HK and Macao caught up with parental involvement movement in the 1990s (pp.37) Parents are home-based supporters; teachers are school-based educators.

Home and school collaboration in HK and Macao Institutionalization of home-school collaboration (pp.37-39) Committee on Home School Cooperation (1992) Parent Teacher Associations (PTAs) Inclusion of parent representatives on school management committees (1997) In 2003, total 1395 PTAs at school level Hong Kong The first policy of home-school collaboration (2001) Division of Pre-school & Primary Education, Secondary & Vocational Technical Education, supported PTAs In 2007, PTAs accounts for 40% of the schools Macao

Home and school collaboration in HK and Macao Three dimensions of parental involvement synthesized (p.41-42) School-based involvement School governance Home-based involvement 1.Parenting 2. Learning at home 1.School communication 2.School volunteering

Home and school collaboration in HK and Macao Actualization of home-based involvement (p.42) Over 80% of Hong Kong parents have social and cultural discussions with their children, which is also comparable to that of Macao. Home-based Involvement Percentage of parents Hong KongMacao Having main meal99.6 Just chatting Talking about school life Talking about homework Discussing social affairs Discussing movies, TV programmes or books

Home and school collaboration in HK and Macao Actualization of school-based involvement (p.43-44) Hong Kong has a higher rate of participation in four forms of involvement-Epstein’s typology of Communicating (highlighted in red) than Macao. School-based Involvement Percentage of parents Hong KongMacao Attending parents’ day Communicating with school teachers Contacting individual teacher Communicating with other parents Attending parenting programmes Donation Volunteering Participating in PTAs

Home and school collaboration in HK and Macao Expectation of parental involvement in school governance (p.44-45) Relatively low parental involvement expectation might be relation to the Chinese Confucian cultural tradition (respect school, never challenge school authority) Decision areas Percentage of parents Hong KongMacao Setting school goals Setting school curriculum Staffing Arranging student affairs Arranging parent affairs Evaluating school quality

Home and school collaboration in HK and Macao Conclusion and implications (p.45-47) 1) In Hong Kong, the emphasis is on involving parents in school activities and school governance; In Macao, the concern remains more on parent education. 2) One major weak area in both cities is the lack of collaboration with the community, especially business sectors. 3) At social level, major barrier for home-school collaboration in both cities is the long working hours of parents. 4) Both cities need more inter-departmental coordination.

Activity 2: 40 mins. (Individual exercise) 1. Watch the video: Discuss with your group members: What would professionalism mean to Ms Yuen? What should a teacher do (professional identity)? What should a teacher feel (personal self)? What are the emotional aspects of teaching (personal self)? What are the moral aspects (professional ethics) of teaching? 3. Write a few sentences that may be useful for you to put it as part of your conclusion of the final essay.

References Pang, I. W. (2004). School–Family–Community Partnership in Hong Kong– Perspectives and Challenges. Educational Research for Policy and Practice,3(2), Ho, E.S.C. (2009). Home-school collaboration in two Chinese societies :Hong Kong and Macao. In Deslandes, R. (Eds.). (2009). International perspectives on contexts, communities, and evaluated innovative practices : family-school-community partnerships. (p.37-49). New York, NY : Routledge.