Office of Parent, Family, Community Engagement & Faith-Based Partnerships

PARENT ENGAGEMENT 101

Why Should We Want Why Should We Want to Engage Parents?to Engage Parents?

Research Shows thatResearch Shows that

Children whose parents read to them at home recognize letters of the alphabet and write their names sooner that those whose parents do not.

Children whose parents teach them how to write words are able to identify letters and connect them to speech sounds.

Children’s early cognitive development is enhanced by parent supportiveness in play and a supportive cognitive and literacy-oriented environment at home.

Research Shows thatResearch Shows that

Children in grades K-3 whose parents participate in school activities have good work habits and stay on task.

Children whose parents provide support with homework perform better in the classroom.

Low-income African American children whose families maintained high rates of parent participation in elementary school are more likely to complete high school.

from “Family, School & Community Engagement: Reframing the Conversation” a presentation by Anna Hinton Ph.D., Director Parental Options and Information, U.S. Department of Education

Reframing Parent EngagementReframing Parent Engagement

From an individual parent’s or teacher’s

“job” To Shared Responsibility

From Deficit-Based and Adversarial

To Strength-Based and Collaborative

From Random ActsTo systemic approaches from cradle to career c

From Add-On ServicesIntegrated and Purposeful Connection to Learning

Events Driven Learning and Outcomes Driven

ComplianceOwnership and Continuous Improvement

One-Time Project Sustained

Instructional CoreInstructional Core

Content

Teacher

School

Parent(s)Family

Community

Student

Adapted from “Instructional Rounds in Education: A Network Approach to Improving Teaching and

Learning”

Suggestions from National PTASuggestions from National PTA

Involvement programs that link to learning improve student achievement

Speaking up for children protects and promotes their success

ALL FAMILIES can contribute to their children’s success

Community organizing gets results

PTA National Standards for PTA National Standards for School-Family PartnershipsSchool-Family Partnerships

Standard 1: Welcoming all families into the school community

Standard 2: Communicating effectively

Standard 3: Supporting student success

Standard 4: Speaking up for every child

Standard 5: Sharing power

Standard 6: Collaborating with community

“My vision for family engagement is ambitious… I want to have too many parents demanding excellence in their schools. I want all parents to be real partners in education with their children’s teachers, from cradle to career. In this partnership, students and parents should feel connected – and teachers should feel supported. When parents demand change and better options for their children, they become the real accountability backstop for the educational system,” –

Arne Duncan, Secretary of EducationMay 3, 2010

Fortress School (Below Basic)Fortress School (Below Basic)

“Parents don’t care about their children’s education, and they are the main reason the kid’s 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”

“Curriculum and standards are too advanced for these parents”

Come-If-We-Call School (Basic)Come-If-We-Call School (Basic)

Parents are told what students will be learning at the fall open house

Workshops are planned by staff

Families can visit school on report card pickup day

Parents call the office to get teacher-recorded messages about homework

Open-Door School (Proficient)Open-Door School (Proficient)

Parent-teacher conferences are held twice a year

There is an “Action Team” for family engagement

School holds curriculum night three or four times a year

Parents raise issues at PTA meetings or see the principal

Multicultural nights are held once a year

Partnership School (Advanced)Partnership School (Advanced)

Families are actively involved in decision-making Home visits are made to every new family

Families are seen as partners in improving educational outcomes

All family activities are connected to student learning

There is a clear, open process for resolving problems

Parents and teachers research issues together

The Joining Process*The Joining Process*

Welcoming

Honoring

Connecting

* from Mapp, K.L. 2003. “Having Their Say: Parents Describe Why and How They Are Engaged in Their Children's Learning.” School Community Journal, Volume 13, Number 1

WelcomingWelcoming

Families are made to feel at home, comfortable, and a part of the school community.

HonoringHonoring

Family members are respected, validated and affirmed for any type of involvement or contribution they make.

ConnectingConnecting

School staff and families put children at the center and connect on education issues of common interest designed to improve educational opportunities for the children.

Know – Positive Assumptions Know – Positive Assumptions Yield Positive ResultsYield Positive Results

Assume ALL parents love their children

Assume ALL children can learn

DON’T Assume that parents KNOW how to help their children or understand that their child needs help.

Expect parents to be involved

Clarify expectations for parents from the beginning

Walk the Talk – Actions Speak Walk the Talk – Actions Speak Louder than WordsLouder than Words

Be prepared COMMUNICATE Have procedures for addressing parent

concerns in a timely manner Plan for volunteers Value ALL families and SHOW students that

their families are valued Expect ALL staff to invest in building

school/family partnerships

Effective CommunicationEffective Communication

Attributes of Effective Communication

Barriers to Effective Communication

Effective CommunicationEffective Communication

Attributes of Effective Communication

Barriers to Effective Communication

Common goals Trust Respect Consistency Knowledge and

understanding of your partner of the situation

Assumptions

Cultural differences

Lack of follow-through

Putting yourself in the center

Additional Resources

Pennsylvania Parent Information Resource Center (www.center-school.org/pa-pirc/)

Center for Schools and Communities (www.center-school.org)

The Family Involvement Network of Educators (FINE) (www.gse.harvard.edu/ hfrp/projects/fine.html)