Family & Community Partnerships PARENT PRESENTATION Family & Community Partnerships

Adolescence Adolescence is primarily ages 11 – 18. This age group is increasingly directed toward preparation for higher education and the world of work (Berk, L.E., 2013). Berk, L. E. (2013).Child development. (9th ed.). Upper Saddle River, NJ: Pearson.

Professional Role & Responsibility As an Educator and Advocate for your student it is my duty to ensure a positive learning environment for every student. “Caring teacher-student relationships have an especially strong impact on the achievement and social behavior of low-SES minority students and other children at risk for learning difficulties (Baker, 2006; Crosno, Kirkpatrick, & Elder, 2004)” (Berk, L.E., 2013). Berk, L. E. (2013).Child development. (9th ed.). Upper Saddle River, NJ: Pearson.

Child Development Professional “When a teacher is critical, high achievers can fall back on their history of success. Low-achieving students’ sensitivity to self-fulfilling prophecies can be beneficial when teachers believe in them” (Berk, L.E., 2013). Berk, L. E. (2013).Child development. (9th ed.). Upper Saddle River, NJ: Pearson.

Bronfenbrenner Ecological System Bronfenbrenner suggests in his ecological system theory views that the child as developing within a complex system of relationships affected by multiple levels of the surrounding environment. A child’s growth and development greatly depends on the collaborative efforts of the families and communities surrounding them. Berk, L. E. (2013).Child development. (9th ed.). Upper Saddle River, NJ: Pearson.

Epstein’s Involvement Theory Key Components to focus on: Parenting Communicating Volunteering Learning At Home Decision Making Collaborating with Community Epstein, J. (n.d.). Epstein’s framework of six types of involvement Retrieved from http://www.unicef.org/lac/Joyce L. Eptein s Framework of Six Types of Involvement(2).pdf

Parenting Suggestions for home conditions that support learning at each grade level. Workshops, videotapes, computerized phone messages on parenting and child rearing at each age and grade level. Parent education and other courses or training for parents Parenting skills are promoted and supported by teachers. (Michigan.gov) Epstein, J. (n.d.). Epstein’s framework of six types of involvement Retrieved from http://www.unicef.org/lac/Joyce L. Eptein s Framework of Six Types of Involvement(2).pdf

Communicating Conferences with every parent at least once a year, with follow-ups as needed. Language translators to assist families as needed. Communication between home and school is regular, two-way, and meaningful. (Michigan.gov) Educators and parents should maintain an open line of communication. Epstein, J. (n.d.). Epstein’s framework of six types of involvement Retrieved from http://www.unicef.org/lac/Joyce L. Eptein s Framework of Six Types of Involvement(2).pdf

Volunteering School and classroom volunteer program to help teachers, administrators, students, and other parents. Parent room or family center for volunteer work, meetings, resources for families. Parents are welcome in the school, and their support and assistance are sought.(Michigan.gov) Teachers should have a rapport with parents and encourage them to get involved. Epstein, J. (n.d.). Epstein’s framework of six types of involvement Retrieved from http://www.unicef.org/lac/Joyce L. Eptein s Framework of Six Types of Involvement(2).pdf

Learning at home Information on homework policies and how to monitor and discuss schoolwork at home. Information on how to assist students to improve skills on various class and school assessments. Monitor out of school activities(Michigan.gov) Teachers can make sure students are turning in homework regularly and encourage parents to keep students on task. Epstein, J. (n.d.). Epstein’s framework of six types of involvement Retrieved from http://www.unicef.org/lac/Joyce L. Eptein s Framework of Six Types of Involvement(2).pdf

Decision Making Active PTA/PTO or other parent organizations, advisory councils, or committees Independent advocacy groups to lobby and work for school reform and improvements. Networks to link all families with parent representatives. When educators inform parents of these opportunities it helps them to feel included in their students educational life. Epstein, J. (n.d.). Epstein’s framework of six types of involvement Retrieved from http://www.unicef.org/lac/Joyce L. Eptein s Framework of Six Types of Involvement(2).pdf

Collaborating with Community Information for students and families on community health, cultural, recreational, social support, and other programs/services. Information on community activities that link to learning skills and talents, including summer programs for students. Community resources are used to strengthen schools, families, and student learning. (Michigan.gov) Teachers, parents and community organizations can come together for the common good of the students. Epstein, J. (n.d.). Epstein’s framework of six types of involvement Retrieved from http://www.unicef.org/lac/Joyce L. Eptein s Framework of Six Types of Involvement(2).pdf

Results for students Awareness of own progress and of actions needed to maintain or improve grades. Understanding of school policies on behavior, attendance, and other areas of student conduct. Informed decisions about courses and programs. Awareness of own role in partnerships, serving as courier and communicator. Epstein, J. (n.d.). Epstein’s framework of six types of involvement Retrieved from http://www.unicef.org/lac/Joyce L. Eptein s Framework of Six Types of Involvement(2).pdf

Working together "Communications about school programs and student progress" to mean two-way, three-way, and many-way channels of communication that connect schools, families, students, and the community” (Epstein, J., (n.d.). It is imperative that teachers, families, and community organizations work together for the common goal of helping children achieve educational success. Epstein, J. (n.d.). Epstein’s framework of six types of involvement Retrieved from http://www.unicef.org/lac/Joyce L. Eptein s Framework of Six Types of Involvement(2).pdf

References Berk, L. E. (2013).Child development. (9th ed.). Upper Saddle River, NJ: Pearson. Epstein, J. (n.d.). Epstein’s framework of six types of involvement Retrieved from http://www.unicef.org/lac/Joyce L. Eptein s Framework of Six Types of Involvement(2).pdf Michigan Department of Education, What Research says about Parent Involvement (March 2002) Retrieved from http;//www.michigan.gov /documents/Final_Parent_Involvement_Fact_ Sheet_14732_7.pdf