ENGAGINGENGAGING PARENTS IN THE PARENTS IN THE EDUCATION OF GIFTED EDUCATION OF GIFTED

CHILDRENCHILDREN

The Hong Kong Academy for The Hong Kong Academy for Gifted Education (HKAGE)Gifted Education (HKAGE)

Dr Stephen TommisDr Stephen Tommis

湯敏思博士湯敏思博士

Executive DirectorExecutive Director

Objectives of Presentation:Objectives of Presentation:

What is meant by parental engagement?What is meant by parental engagement? Why should schools engage with parents? Why should schools engage with parents?

And parents with schools?And parents with schools? How are effective strategies for parental How are effective strategies for parental

engagement best identified?engagement best identified? What are some of the difficulties/barriers What are some of the difficulties/barriers

to parental engagement?to parental engagement?

Working with parents is not a new concept! Working with parents is not a new concept! In what ways does your In what ways does your

school/organisation engage parents now?school/organisation engage parents now?

Try to relate what you already do with what Try to relate what you already do with what is suggested in this talkis suggested in this talk

All Coordinated G&T Programmes All Coordinated G&T Programmes should be designed to improve:should be designed to improve:

Quality of Quality of identificationidentification, , provisionprovision, and , and supportsupport (academic and pastoral) in schools (academic and pastoral) in schools

Learner outcomes, especially Learner outcomes, especially attainmentattainment but but also also aspirationsaspirations, , motivationmotivation & & self-esteemself-esteem

Capacity of teachers and schools to Capacity of teachers and schools to personalisepersonalise education for G&T learners education for G&T learners

Parental engagement should support each of Parental engagement should support each of these objectives if it is to be effectivethese objectives if it is to be effective

Activity Activity

Now let’s engage you!Now let’s engage you!

What are some of the key influences on What are some of the key influences on children’s success in schools?children’s success in schools?

Q1: Do=100% Do Not=0%Q1: Do=100% Do Not=0%Q2: Least important – teacher salariesQ2: Least important – teacher salaries teacher curriculum participationteacher curriculum participation hiring good teachershiring good teachers pre-school educational experiencespre-school educational experiences Most important family backgroundMost important family backgroundQ3: Intensive involvement of parents in their children’s schoolingQ3: Intensive involvement of parents in their children’s schoolingQ4: 1% (4 of 538)Q4: 1% (4 of 538)Q5: Pre-school education; parenting classes; elementary counsellorsQ5: Pre-school education; parenting classes; elementary counsellorsQ6: Whether parents dropped outQ6: Whether parents dropped outQ7: No time; Don’t know what to doQ7: No time; Don’t know what to doQ8: From birthQ8: From birthQ9: Ages 3 to 8 yearsQ9: Ages 3 to 8 yearsQ10: 3/4 yearsQ10: 3/4 years

INVOLVEMENT OR ENGAGEMENT?INVOLVEMENT OR ENGAGEMENT?

INVOLVEMENT ENGAGEMENT

Involvement is often initiated by teacher engagement is a two-way processor school sometimes initiated by parents

Parents see teachers as the primary Parents see their role as co-educators of their child(ren) educators of their child(ren)

Schools/teachers provide the significant Parents provide significant learninglearning with the schooling experience experiences outside of school

Parents are encouraged to interact with Parents believe their direct interactionthe school to improve the child's education with their child's education improves

the school

School sets the academic standards Parents work with the school to setby which a child's academic performance the standards by which a child's academicis measured success is measured

Teachers are seen as professionals who Teachers are seen as professionalsprovide an education who facilitate an education

Parental Engagement: an audit Parental Engagement: an audit from the UK (2006)from the UK (2006)

41% of parents knew their child was on the school G&T 41% of parents knew their child was on the school G&T registerregister

8% parents said they had meetings with the school G&T 8% parents said they had meetings with the school G&T co-ordinatorco-ordinator

55% of G&T co-ordinators provided IEPs but only 6% of 55% of G&T co-ordinators provided IEPs but only 6% of parents had seen a copyparents had seen a copy

Only 3% of parents had been offered additional support Only 3% of parents had been offered additional support with homeworkwith homework

12% of parents had been offered information about 12% of parents had been offered information about enrichment resources out of schoolenrichment resources out of school

3% of parents were offered information about local 3% of parents were offered information about local curriculum supportcurriculum support

Audit continued:Audit continued: 82% of Heads surveyed parents but only 18% of G&T 82% of Heads surveyed parents but only 18% of G&T

co-ordinators and 10% of teachers in co-ordinators and 10% of teachers in the same schoolsthe same schools agreed that to be the caseagreed that to be the case

10% of parents had been offered courses on G&T in 10% of parents had been offered courses on G&T in their schoolstheir schools

79% of parents were unaware of an LA Parent Support 79% of parents were unaware of an LA Parent Support Service and only 1% of parents had made use of the Service and only 1% of parents had made use of the serviceservice

27% of Heads said they shared information about local 27% of Heads said they shared information about local support groups with parents but only 6% of parents support groups with parents but only 6% of parents agreed they had been given thisagreed they had been given this

Why engage parents? Why engage parents? Top Four ReasonsTop Four Reasons

11 PupilsPupils with engaged parents are more likely to: with engaged parents are more likely to: Achieve higher grades and test scores/reduce Achieve higher grades and test scores/reduce underachievementunderachievement Have increased motivation & higher self esteemHave increased motivation & higher self esteem Attend school regularlyAttend school regularly Have better social skills, show improved behaviour, Have better social skills, show improved behaviour, and adapt well to schooland adapt well to school Enrol in and graduate from Higher EducationEnrol in and graduate from Higher Education

Henderson & Mapp 2002 A New Wave of Evidence: The Impact of Henderson & Mapp 2002 A New Wave of Evidence: The Impact of School, Family and Community Connections on Student AchievementSchool, Family and Community Connections on Student Achievement

Why engage parents? PupilsWhy engage parents? Pupils

High levels of parental expectation, High levels of parental expectation, consistent encouragement and actions to consistent encouragement and actions to enhance learning opportunities in the enhance learning opportunities in the home were all positively associated with home were all positively associated with students’ high aspirations and college students’ high aspirations and college enrolments – this regardless of students’ enrolments – this regardless of students’ socio-economic status or ethnic socio-economic status or ethnic backgroundbackground

Catsambis S 2001 Expanding knowledge of parental involvement in Catsambis S 2001 Expanding knowledge of parental involvement in children’s secondary educationchildren’s secondary education

Why engage parents?Why engage parents?

22 SchoolsSchools benefit from benefit from Improved teacher confidence and moraleImproved teacher confidence and morale Higher pupil achievement in all agesHigher pupil achievement in all ages Higher ratings of teachers by parentsHigher ratings of teachers by parents More support from familiesMore support from families New funding for after-school and family supportNew funding for after-school and family support programmesprogrammes Better reputation in the communityBetter reputation in the community

Why engage parents?Why engage parents?

33

Most parents want to be involved in their child’s educationMost parents want to be involved in their child’s education

ParentsParents express a genuine and deep-seated desire to help their express a genuine and deep-seated desire to help their children succeed in school regardless of differences in socio-children succeed in school regardless of differences in socio-economic status, race, ethnicity and cultural backgroundeconomic status, race, ethnicity and cultural background

Henderson and Mapp 2002 ibidHenderson and Mapp 2002 ibid

Why engage parents?Why engage parents?

44 Recent studies consistently point towards a powerful association between parental Recent studies consistently point towards a powerful association between parental

involvement and student achievement and attainmentinvolvement and student achievement and attainment

Harris & Goodall 2006 Parental Involvement in Education: An Overview of the Literature, University of WarwickHarris & Goodall 2006 Parental Involvement in Education: An Overview of the Literature, University of Warwick

Empirical evidence shows that parental involvement is one of the key factors in Empirical evidence shows that parental involvement is one of the key factors in securing high student achievement and sustained school performancesecuring high student achievement and sustained school performance

Harris and Chrispeels 2006 NCSL Literature ReviewHarris and Chrispeels 2006 NCSL Literature Review

Family participation in education is twice as predictive of a pupil’s academic success Family participation in education is twice as predictive of a pupil’s academic success as family socio-economic status and where engagement programmes are intensive it as family socio-economic status and where engagement programmes are intensive it can be ten times more predictivecan be ten times more predictive

Henderson & Berla 1996 A New Generation of Evidence : The Family is critical to Student Achievement, USHenderson & Berla 1996 A New Generation of Evidence : The Family is critical to Student Achievement, US

Every Parent MattersEvery Parent Matters

Which forms of parental engagement Which forms of parental engagement seem to be the most effective in raising seem to be the most effective in raising

achievement and encouraging child achievement and encouraging child welfare?welfare?

UK DfES Report 2003UK DfES Report 2003

Parental involvement continues to have a Parental involvement continues to have a significant effect through the age range. significant effect through the age range. Although the impact for older children becomes Although the impact for older children becomes more evident in staying-on rates and educational more evident in staying-on rates and educational aspirations than as measured achievement. Of aspirations than as measured achievement. Of the many forms of parental involvement, it is the the many forms of parental involvement, it is the at-home relationships and modelling of at-home relationships and modelling of aspirations that play the major part in impact on aspirations that play the major part in impact on school outcomes.school outcomes.

Desforges and Abouchaar 2003 The Impact of Parental Desforges and Abouchaar 2003 The Impact of Parental Involvement DfESInvolvement DfES

Main Research Findings on Main Research Findings on Parental EngagementParental Engagement

Studies reinforce the impact of parental Studies reinforce the impact of parental involvement in learning in the home with involvement in learning in the home with better cognitive achievement, particularly better cognitive achievement, particularly in the early yearsin the early years

Parental involvement that takes the form Parental involvement that takes the form of in-school activity has little effect on of in-school activity has little effect on individual attainment – though it can be individual attainment – though it can be valuable for community relationsvaluable for community relations

Deforges & Abouchaar ibid 2003:28Deforges & Abouchaar ibid 2003:28

The Key Standards of Parental The Key Standards of Parental EngagementEngagement

CommunicationCommunicationBasic Obligations of Schools to Inform ParentsBasic Obligations of Schools to Inform ParentsCommunicate with families about school activities and pupil progress through meaningfulCommunicate with families about school activities and pupil progress through meaningfuland effective school-to-home and home-to-school communicationsand effective school-to-home and home-to-school communications

ParentingParentingBasic Responsibilities of ParentsBasic Responsibilities of ParentsAssist families with parenting and child rearing skills, understand child and adolescent Assist families with parenting and child rearing skills, understand child and adolescent development, and setting home conditions that support children of all ages and levelsdevelopment, and setting home conditions that support children of all ages and levels

Pupil LearningPupil LearningInvolvement in Learning ActivitiesInvolvement in Learning ActivitiesInvolve families with their children in learning activities at home, including homework, andInvolve families with their children in learning activities at home, including homework, andoutside of school hoursoutside of school hours

The Key Standards of Parental The Key Standards of Parental EngagementEngagement

VolunteeringVolunteeringInvolvement at the School For the SchoolInvolvement at the School For the SchoolRecruit and train parents on different ways to volunteerRecruit and train parents on different ways to volunteer

School Decision-MakingSchool Decision-MakingParticipation and LeadershipParticipation and LeadershipInclude families as participants in school decisions, governance and advocacy throughInclude families as participants in school decisions, governance and advocacy throughcouncils, boards, PTAs and other parent organisationscouncils, boards, PTAs and other parent organisations

Community Collaboration Community Collaboration Co-ordinating resources and services for families and pupilsCo-ordinating resources and services for families and pupilsUtilising local resources (business, agencies, charities) to strengthen schools, familiesUtilising local resources (business, agencies, charities) to strengthen schools, familiesand pupil learningand pupil learning

Modified from Epstein J 1995 School-Family-Community PartnershipsModified from Epstein J 1995 School-Family-Community Partnerships

A Framework for Developing Parental A Framework for Developing Parental Engagement Strategies in SchoolsEngagement Strategies in Schools

PATHWAYSPATHWAYS LEVELSLEVELS

EntryEntry DevelopingDeveloping ExemplaryExemplary

1. Communication1. Communication

2. Parenting2. Parenting

3. Pupil Learning3. Pupil Learning

4. Volunteering4. Volunteering

5. Decision-making5. Decision-making

6. Community6. Community

Generic Elements Entry Developing Exemplary

Communication i. All parents are actively encouraged and supported to share a wide range of information about their child with the school, including any strengths or difficulties as well as educational aspirations and expectations. ii. The school provides a range of information, both individual and school wide, to parents. Key school documents are translated to provide equal access to all parents of relevant information. iii. The school recognises the importance of open and honest two-way communication with parents and has structures in place to ensure this happens on a regular basis.

i. The school regularly canvases parents to ascertain how the school could help them to support their child, both at home and at school. Parents are involved in planning groups for all parental activitiesii. The school supports parents learning English by fostering and advertising school and community based courses. Translations are available for all information provided by the school, including pupil reports. iii. The school provides staff development on improving communication with parents, with parent representatives included in both planning and running these sessions. Parent – school collaboration is acknowledged as key to school and pupil success.

i. Parents are engaged in planning a wide range of parental activities on a needs basis.ii. Parents are included in all key committees and planning groups. Parents’ views help inform all long term planning. iii. The school welcomes and supports parental collaboration in all areas of school life. All parents are encouraged and supported to actively participate in the life of the school.

Parenting i. All parents are respected and welcomed into the school. Parents are canvassed to see what they would like the school to provide to support their parenting, such as “Positive Parenting” courses. ii. The school advises parents of parenting sessions and courses available through the school or within the local community. iii. There is a parent group within the school that is open to all parents and provides opportunities for parents to support each other in their parenting.

i. The school works with parents to provide a range of parenting classes and courses throughout each school year, including some for parents of children with particular educational needs, such as EAL or gifted and talented children. ii. Special interest parenting groups are fostered and supported within the school, including groups for children with English as an alternative language, children with learning difficulties or gifted and talented children. iii. The school makes special efforts to support typically ‘hard to reach’ parents, helping facilitate access to transport, translation and child care so that these parents can be supported in making best use of all that the school has to offer.

i. The school works with parents and the local community to provide a wide range of parenting classes and courses, based on a regular needs analysis. ii. There is a contact person within the school who can meet with parents to discuss parenting issues and suggest where they might look for help in resolving these. iii. Where space allows, there is a parents room within the school where parents can meet and where all information for parents can be found.

Pupil learning i. Parents are involved in setting both short and long term goals for their child. Parents are encouraged to share any educational concerns for their child with the school, knowing they will be listened to. ii. The school works with parents to foster and support family learning, providing a range of information and resources. Parents have opportunities to engage directly with processes and products in a range of subjects, through sessions provided by the school. iii. Homework requirements and guidelines are jointly agreed with parents. A daily home-school link is provided, such as a homework diary, to foster direct communication between parents and teachers.

i. All parents of children with particular educational needs, e.g. EAL pupils, gifted and talented pupils, meet regularly with the school each term to review progress and plan for further learning.ii. The school provides staff development on a range of ways to engage parents with pupil learning, such as through homework tasks or in-school sessions. iii. Staff regularly set interactive homework and actively promote links between home and school learning.

i. Parents are integrally involved in planning and support for pupils with particular educational needs. Parental expertise with these pupils is acknowledged and used to aid planning and delivery of lessons. ii. All parents are supported to maximise pupil learning at home through a range of written material, interactive homework tasks and school based sessions and workshops.

The Barriers to Parental The Barriers to Parental EngagementEngagement

Parents’ ViewpointParents’ Viewpoint ““I don’t know what schools can/should do for I don’t know what schools can/should do for

gifted children”gifted children” ““I’m not sure if my child is “gifted””I’m not sure if my child is “gifted”” ““The school doesn’t understand the particular The school doesn’t understand the particular

needs of my child”needs of my child” ““I don’t want to be seen as a pushy parent”I don’t want to be seen as a pushy parent” ““I’ve spoken to the teacher to no effect and I I’ve spoken to the teacher to no effect and I

don’t know what else I can do”don’t know what else I can do”

Parent-Viewed Barriers:Parent-Viewed Barriers: No recognised route for communication with No recognised route for communication with

schoolschool Many parents do not know how to help their Many parents do not know how to help their

children, especially those who are giftedchildren, especially those who are gifted Teachers not available to talk withTeachers not available to talk with Parents usually not available during school Parents usually not available during school

hourshours Parents not made to feel welcome or opinions Parents not made to feel welcome or opinions

valued; parents lack confidencevalued; parents lack confidence School does not identify and make opportunities School does not identify and make opportunities

for parental engagementfor parental engagement

The Barriers to Parental The Barriers to Parental EngagementEngagement

Schools’ ViewpointSchools’ Viewpoint ““We haven’t the time to deal with a small minority of We haven’t the time to deal with a small minority of

children”children” ““We need more resources to properly provide for G&T We need more resources to properly provide for G&T

pupils as with SEN”pupils as with SEN” ““All children are gifted. We don’t believe in labelling All children are gifted. We don’t believe in labelling

children”children” ““We have our G&T register but it is our policy not to tell We have our G&T register but it is our policy not to tell

parents”parents” ““If X’s behaviour was better we would feel more inclined If X’s behaviour was better we would feel more inclined

to help with her academic progress”to help with her academic progress” ““We’re the professionals; parents should let us get on We’re the professionals; parents should let us get on

and teach”and teach”

School-Viewed Barriers:School-Viewed Barriers:

Teachers feel unprepared to work with families Teachers feel unprepared to work with families – – not in certification requirements, little in Inset – one of top challengesnot in certification requirements, little in Inset – one of top challenges

Not all Heads are convinced of the need in busy Not all Heads are convinced of the need in busy schedules and with pressured staffschedules and with pressured staff

Parents do not read school communications Parents do not read school communications – – ESL?ESL?

Parents are not available during school hoursParents are not available during school hours Parents do not attend events such as parents’ Parents do not attend events such as parents’

eveningsevenings Parents do not respond to requests for Parents do not respond to requests for

engagementengagement

Characteristics of Successful Characteristics of Successful Parental Engagement StrategiesParental Engagement Strategies

Dedicated and resourceful teachers who understand and value Dedicated and resourceful teachers who understand and value parental inputparental input

Heads who adopt an open-door policy, encourage parents to Heads who adopt an open-door policy, encourage parents to participate, and who work with the community to create support participate, and who work with the community to create support servicesservices

Parents viewed as a resource rather than a deficit – including Parents viewed as a resource rather than a deficit – including support staffsupport staff

Schools who have a “driver” for initiating, developing, implementing Schools who have a “driver” for initiating, developing, implementing and evaluating programmesand evaluating programmes

Schools who provide parents with appropriate Schools who provide parents with appropriate information/resources/workshops on how to encourage student information/resources/workshops on how to encourage student successsuccess

Schools that recognise diverse family backgrounds – the “hard to Schools that recognise diverse family backgrounds – the “hard to reach” parentsreach” parents

Bilingual materials made available where appropriate so valuing the Bilingual materials made available where appropriate so valuing the home languagehome language

Further Characteristics….Further Characteristics…. Recruitment strategies centred on “personal approach”Recruitment strategies centred on “personal approach” Dedicated parent centres established in schoolsDedicated parent centres established in schools Parental support in key areas recognised – child care, Parental support in key areas recognised – child care,

interpreters, transportinterpreters, transport Events organised to make it easy for parents to develop Events organised to make it easy for parents to develop

social support/new friendshipssocial support/new friendships Activities that are creative, diverse and flexibleActivities that are creative, diverse and flexible Recruit volunteers to provide (specific tasks) information Recruit volunteers to provide (specific tasks) information

to parents about events and post in areas to greetto parents about events and post in areas to greet Follow-up callsFollow-up calls Involve the pupils wherever possibleInvolve the pupils wherever possible

Parents and Families are more likely to Parents and Families are more likely to become engaged when they:become engaged when they:

Understand that they Understand that they SHOULDSHOULD be be involvedinvolved

Feel Feel CAPABLECAPABLE of making a contribution of making a contribution Feel Feel INVITEDINVITED and and WELCOMEWELCOME by the by the

school and their childrenschool and their children

SUMMARYSUMMARY Parental engagement is a key mechanism to Parental engagement is a key mechanism to

raising standards in schoolsraising standards in schools Parental engagement recognises the needs of Parental engagement recognises the needs of

individual children, including G&T, and lowers individual children, including G&T, and lowers the threshold for a genuinely personalised the threshold for a genuinely personalised educationeducation

Schools and parents need help to understand Schools and parents need help to understand the needs of gifted children and to make the needs of gifted children and to make provision that is truly appropriate – these provision that is truly appropriate – these Standards contribute to thatStandards contribute to that

G&T parental engagement templates can lead G&T parental engagement templates can lead the way for ALL pupils – inclusive and not elitist!the way for ALL pupils – inclusive and not elitist!

Thank you for listeningThank you for listening多謝各位多謝各位