introduction to parental/family/community involvement

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Introduction to Introduction to Parental/Family/Communit Parental/Family/Communit y Involvement y Involvement Concepts, Meaning, Theories, and Concepts, Meaning, Theories, and Models Models It Takes An Entire Village To It Takes An Entire Village To Raise A Child Raise A Child

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Introduction to Parental/Family/Community Involvement. Concepts, Meaning, Theories, and Models It Takes An Entire Village To Raise A Child . Learning Outcomes Concepts/Meaning/Models of Parental/Family/Community Involvement. Students are able to: - PowerPoint PPT Presentation

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Page 1: Introduction to Parental/Family/Community Involvement

Introduction to Introduction to Parental/Family/Community Parental/Family/Community

InvolvementInvolvement

Concepts, Meaning, Theories, and ModelsConcepts, Meaning, Theories, and Models

It Takes An Entire Village To Raise A Child It Takes An Entire Village To Raise A Child

Page 2: Introduction to Parental/Family/Community Involvement

Learning OutcomesLearning OutcomesConcepts/Meaning/Models of Concepts/Meaning/Models of

Parental/Family/Community InvolvementParental/Family/Community Involvement Students are able to:Students are able to:1.1. Explain the meaning of Explain the meaning of

parental/family/community parental/family/community involvement/collaboration/partnership beyond involvement/collaboration/partnership beyond public relationspublic relations

2.2. Explore ways to expand the overlapping spheres Explore ways to expand the overlapping spheres of influenceof influence

3.3. Synthesize different models of involvementSynthesize different models of involvement

Page 3: Introduction to Parental/Family/Community Involvement

Defining Parent/Family InvolvementDefining Parent/Family Involvement

Terms used: Partnership; parent participation; parent Terms used: Partnership; parent participation; parent power; School, family and community partnershippower; School, family and community partnership

Parent involvement includes any activities that are Parent involvement includes any activities that are provided and encouraged by the school and that empower provided and encouraged by the school and that empower parents in working on behalf of their children’s learning parents in working on behalf of their children’s learning and development (Moles, 1992)and development (Moles, 1992)

School, family and community partnerships mean how School, family and community partnerships mean how children learn and develop in these three mail contexts: children learn and develop in these three mail contexts: school, family, and community (Epstein, 1996)school, family, and community (Epstein, 1996)

Page 4: Introduction to Parental/Family/Community Involvement

School-family-community partnershipsSchool-family-community partnerships

The role of parents in education of their children cannot be The role of parents in education of their children cannot be underestimated. By becoming involved in their local underestimated. By becoming involved in their local school community, parents can provide the school community, parents can provide the essential essential leadershipleadership which will lead to improvements in educational which will lead to improvements in educational opportunities for their childrenopportunities for their children

How do you define parent/family involvement?How do you define parent/family involvement? In partnerships, educators, families, and communities In partnerships, educators, families, and communities

members work together to share information, guide members work together to share information, guide students, solve problems, and celebrate success (Epstein, students, solve problems, and celebrate success (Epstein, 2001)2001)

It takes an entire village to raise a child: African ProverbIt takes an entire village to raise a child: African Proverb

Page 5: Introduction to Parental/Family/Community Involvement

Overlapping Spheres of InfluenceOverlapping Spheres of Influence(Epstein, 1995)(Epstein, 1995)

Overlapping spheres of school, family, and Overlapping spheres of school, family, and community directly affect student learning and community directly affect student learning and development. development.

Family-like schools and School-like familiesFamily-like schools and School-like families Family-like schools have an accepting, caring Family-like schools have an accepting, caring

atmosphere, and welcome families.atmosphere, and welcome families. School-like families emphasize the importance of School-like families emphasize the importance of

school, homework and learning activitiesschool, homework and learning activities

Page 6: Introduction to Parental/Family/Community Involvement

Parental Involvement Principles Parental Involvement Principles (Epstein, 2005)(Epstein, 2005)

Multilevel leadershipMultilevel leadershipProfessional development that helps both educators and the parents Professional development that helps both educators and the parents know and support practices and goals of educator-parent partnershipknow and support practices and goals of educator-parent partnership

Parent involvement as an important componentParent involvement as an important componentAs an essential component of school improvement, linked to the As an essential component of school improvement, linked to the curriculum, instruction, assessments, and other aspects of school curriculum, instruction, assessments, and other aspects of school managementmanagement

Shared responsibility by both families and educators for children’s Shared responsibility by both families and educators for children’s educationeducationEpstein’s six types of involvementEpstein’s six types of involvement

All families must be includedAll families must be includedNeeds increased research and programs to engage all parentsNeeds increased research and programs to engage all parents

Page 7: Introduction to Parental/Family/Community Involvement

Benefits of Parent/Family InvolvementBenefits of Parent/Family Involvement(Henderson & Berla)(Henderson & Berla)

The most accurate predictor of students’ The most accurate predictor of students’ achievement in school is not income/social achievement in school is not income/social status but the extent to which students’ family is status but the extent to which students’ family is able to:able to:

1.1. Create a home environment that encourage Create a home environment that encourage learninglearning

2.2. Express high (realistic) expectations for their Express high (realistic) expectations for their children’s achievement and future careerschildren’s achievement and future careers

3.3. Become involved in their children’s education at Become involved in their children’s education at school and in the communityschool and in the community

Page 8: Introduction to Parental/Family/Community Involvement

Old Paradigm to New ParadigmOld Paradigm to New ParadigmFrom From Public RelationsPublic Relations To To PartnershipPartnership

Old Paradigm:Old Paradigm: Teachers:Teachers:

We are the professionals and we know best. Let us do our job.We are the professionals and we know best. Let us do our job.You do your job and we will do ours.You do your job and we will do ours.

The concept of The concept of public relationspublic relations: : Parents advising kids to work hard and listen to their teachersParents advising kids to work hard and listen to their teachersParents will participate and help out when neededParents will participate and help out when needed

New Paradigm:New Paradigm:To do our job as professionals, we need your active support and To do our job as professionals, we need your active support and involvement.involvement.We sink or swim togetherWe sink or swim together

Page 9: Introduction to Parental/Family/Community Involvement

Parenting and Parent EducationParenting and Parent Education Old ParadigmOld Paradigm

Parenting is parents’ jobParenting is parents’ job New ParadigmNew Paradigm

Parenting is parents’ job, and parents often need the school support to do the Parenting is parents’ job, and parents often need the school support to do the jobjob

School Family CommunicationSchool Family Communication Older Paradigm:   Occasional communication. Older Paradigm:   Occasional communication.

                              Limited variety of methods.                               Limited variety of methods.                               One-way communication: school to home.                               One-way communication: school to home.                               Culturally and linguistically homogeneous.                               Culturally and linguistically homogeneous.

Newer Paradigm:   Frequent communication. Newer Paradigm:   Frequent communication.                                Wider variety of methods.                                Wider variety of methods.                                Two-way communication.                                Two-way communication.                                Culturally and linguistically sensitive.                                Culturally and linguistically sensitive.

Page 10: Introduction to Parental/Family/Community Involvement

Parent involvement in schoolsParent involvement in schools Old paradigmOld paradigm

Parents attend functions and eventsParents attend functions and events Parents volunteerParents volunteer New paradigmNew paradigm

Same, plus structured learning events for familiesSame, plus structured learning events for families

Page 11: Introduction to Parental/Family/Community Involvement

Parent involvement in homeworkParent involvement in homework Old paradigmOld paradigm

Parent monitors, if able, helpsParent monitors, if able, helps New ParadigmNew Paradigm

Same, plus parent participatesSame, plus parent participates

Page 12: Introduction to Parental/Family/Community Involvement

The concept of The concept of partnership:partnership:The goal is to create active working relationships in which The goal is to create active working relationships in which schools, families and communities see one another as schools, families and communities see one another as natural alliesnatural alliesThey initiate strategies for They initiate strategies for collaborationcollaborationIn order to have a partnership or collaborative In order to have a partnership or collaborative relationship, families and professionals must value relationship, families and professionals must value the contribution that each of them brings to the the contribution that each of them brings to the table. Families must be seen as bringing intimate table. Families must be seen as bringing intimate knowledge and understanding of their child and knowledge and understanding of their child and their family, their strengths, and needs. their family, their strengths, and needs.

Page 13: Introduction to Parental/Family/Community Involvement

Summary of Research FindingsSummary of Research Findings                        This paper reviews the research evidence relevant to This paper reviews the research evidence relevant to

understanding the relationship between understanding the relationship between parental involvementparental involvement and and children’s performancechildren’s performance in school. Indicators of parental in school. Indicators of parental involvement with school (e.g., attendance at school events, involvement with school (e.g., attendance at school events, parent/teacher conferences, PTO) have mixed associations with parent/teacher conferences, PTO) have mixed associations with children’s school performance. In contrast, children’s school performance. In contrast, measures of parental measures of parental involvement at homeinvolvement at home (e.g., talking to children about school- (e.g., talking to children about school-related matters, high educational expectations, warm and related matters, high educational expectations, warm and consistent discipline) show consistent discipline) show consistent associations with consistent associations with children’s school successchildren’s school success. But even this evidence – based on . But even this evidence – based on correlations – may not represent causal relationships, and so correlations – may not represent causal relationships, and so some critics maintain that what parents do has little effect on some critics maintain that what parents do has little effect on children’s school performance.children’s school performance.School Reform Proposals: The Research Evidence by School Reform Proposals: The Research Evidence by Douglas B. Douglas B. Downey,The Ohio State UniversityDowney,The Ohio State University

Page 14: Introduction to Parental/Family/Community Involvement

This comprehensive handbook provides school superintendents and principals with This comprehensive handbook provides school superintendents and principals with indispensable information on community relations, parent involvement and indispensable information on community relations, parent involvement and community collaboration. With community collaboration. With School, Family and CommunitySchool, Family and Community, you will discover:, you will discover:

Programs used by other schools and school districts to successfully confront the Programs used by other schools and school districts to successfully confront the challenges facing them. challenges facing them.

Collaborations that help sustain programs that individual schools or districts couldn't Collaborations that help sustain programs that individual schools or districts couldn't support on their own. support on their own.

Techniques that encourage support from parents and the community. Techniques that encourage support from parents and the community. Sample forms and worksheets are included.Sample forms and worksheets are included.

Page 15: Introduction to Parental/Family/Community Involvement

Senario Sistem Pendidikan diSenario Sistem Pendidikan diMalaysiaMalaysia

(Scenario of Educational System in(Scenario of Educational System inMalaysia)Malaysia)

Hampir 10,000 buah sekolah (Almost 10,000 schools)Hampir 10,000 buah sekolah (Almost 10,000 schools) 300,000 orang guru (300,000 teachers)300,000 orang guru (300,000 teachers) > lima juta pelajar (> five millions students)> lima juta pelajar (> five millions students) Bilangan ahli keluarga dan ahli masyarakat yang terlibat?Bilangan ahli keluarga dan ahli masyarakat yang terlibat?

(The number of family members and society involved)(The number of family members and society involved) Dalam bajet 2005, KPM menerima sebanyak RM 16.3 Dalam bajet 2005, KPM menerima sebanyak RM 16.3

billion (18.3% Bajet Mengurus Persekutuan)billion (18.3% Bajet Mengurus Persekutuan)

Page 16: Introduction to Parental/Family/Community Involvement

Petikan Perutusan Tahun Baru 2005Petikan Perutusan Tahun Baru 2005Menteri Pelajaran MalaysiaMenteri Pelajaran Malaysia

Kementerian ini bukan sahaja memikul amanat untuk Kementerian ini bukan sahaja memikul amanat untuk melahirkan insan berilmu dan bersahsiah tinggi, malah melahirkan insan berilmu dan bersahsiah tinggi, malah turut berperanan untuk merealisasikan matlamat turut berperanan untuk merealisasikan matlamat kenegaraan yang menentukan jatuh bangun bangsa dan kenegaraan yang menentukan jatuh bangun bangsa dan negara di masa hadapannegara di masa hadapan

Page 17: Introduction to Parental/Family/Community Involvement

Facts and Myths Facts and Myths on Family Involvementon Family Involvement

The parents who attend parent conferences are not The parents who attend parent conferences are not necessarily the ones we need to seenecessarily the ones we need to see

These parents don’t really care about their childrenThese parents don’t really care about their children Certain ethnic group don’t value educationCertain ethnic group don’t value education Parents of children in secondary schools aren’t get Parents of children in secondary schools aren’t get

involved in the educational processesinvolved in the educational processes

So what should do about all these facts and myths?So what should do about all these facts and myths?

Page 18: Introduction to Parental/Family/Community Involvement

Obstacles To Parent/Family InvolvementObstacles To Parent/Family Involvement

Parents working long hoursParents working long hours Both parents workingBoth parents working Single parentsSingle parents TransportationTransportation Child-care issuesChild-care issues Cultural and language barriersCultural and language barriers Parents find schools intimidatingParents find schools intimidating Parents just too stressed (no energy to care)Parents just too stressed (no energy to care) ……

Page 19: Introduction to Parental/Family/Community Involvement

The Importance of Family/community The Importance of Family/community Involvement in Children’s EducationInvolvement in Children’s Education

Important issues in education:Important issues in education: Curriculum, testing, accountability, standards …… vs. lip Curriculum, testing, accountability, standards …… vs. lip

service to parent involvementservice to parent involvement So much progress has been made in other areas of school So much progress has been made in other areas of school

reform, why not in parent and family involvement?reform, why not in parent and family involvement? Teachers tell us that they need help reaching out to the Teachers tell us that they need help reaching out to the

children and parents from very different cultures than their children and parents from very different cultures than their ownown

Administrators need to provide mentoring and professional Administrators need to provide mentoring and professional development programs that enable teachers to connect development programs that enable teachers to connect more effectively with students and parents of different and more effectively with students and parents of different and often distant cultures.often distant cultures.

Page 20: Introduction to Parental/Family/Community Involvement

School-community collaborationSchool-community collaboration

According to James Coleman (sociologist), there are three forms of According to James Coleman (sociologist), there are three forms of capitals:capitals:HumanHumanFinancialFinancialSocialSocial

Obstacle facing schools and communities is the erosion of trust between Obstacle facing schools and communities is the erosion of trust between people that has resulted from years of adversarial relationships between people that has resulted from years of adversarial relationships between schools, social services agencies, and families (Gary Wehlage)schools, social services agencies, and families (Gary Wehlage)

Social capital is not possessed in the way that knowledge or money is Social capital is not possessed in the way that knowledge or money is possessedpossessed

Social capital adheres in the set of relationships among people and those Social capital adheres in the set of relationships among people and those relationships are productive to the extent that they are based on a common relationships are productive to the extent that they are based on a common set of expectations, a set of common values, and a sense of trust among set of expectations, a set of common values, and a sense of trust among people.people.

Implications for us?Implications for us?

Page 21: Introduction to Parental/Family/Community Involvement

United StatesUnited StatesNational Educational goalsNational Educational goals

The 8The 8thth goal states that ‘every school will provide goal states that ‘every school will provide partnerships that will increase parental partnerships that will increase parental involvement and participation in promoting social, involvement and participation in promoting social, emotional, and economic growth of childrenemotional, and economic growth of children

No Child Left Behind Act (2001)No Child Left Behind Act (2001)School districts are required to have written parent School districts are required to have written parent involvement policies and plans including plan that involvement policies and plans including plan that implements effective parent involvement activities implements effective parent involvement activities whereby families, educators and communities whereby families, educators and communities come together to improve teaching and learning come together to improve teaching and learning (Sheldon, 2005, U.S. Department of Education, (Sheldon, 2005, U.S. Department of Education, 2004)2004)

Page 22: Introduction to Parental/Family/Community Involvement

Fokus Pengurusan PendidikanFokus Pengurusan PendidikanSaranan Bekas KPPM Saranan Bekas KPPM

Dato’ Dr. Abdul ShukorDato’ Dr. Abdul Shukor Fokus ke-10Fokus ke-10 Pembinaan hubungan luar dan masyarakat:Pembinaan hubungan luar dan masyarakat: Memperkukuhkan sistem dan majlis Memperkukuhkan sistem dan majlis

permuafakatan di semua peringkatpermuafakatan di semua peringkat Memperbaiki sistem hubungan awam Memperbaiki sistem hubungan awam

(public relations)(public relations) Jalinan dengan PIBG dan masyarakatJalinan dengan PIBG dan masyarakat Program ‘outreach’Program ‘outreach’

Page 23: Introduction to Parental/Family/Community Involvement

Tuntutan di BawahTuntutan di BawahPelan Pembangunan Pendidikan 2001 - 2010Pelan Pembangunan Pendidikan 2001 - 2010

Pendidikan prasekolah dan rendahPendidikan prasekolah dan rendahStrategi pelaksanaanStrategi pelaksanaanPeningkatan kerjasama sekolah dengan masyarakatPeningkatan kerjasama sekolah dengan masyarakat

Pendidikan menengahPendidikan menengahKPM akan mengambil langkah untuk meningkatkan KPM akan mengambil langkah untuk meningkatkan penglibatan komuniti dalam kemajuan sekolah menengah penglibatan komuniti dalam kemajuan sekolah menengah dengan memperluas keanggotaan jawatankuasa PIBG dengan memperluas keanggotaan jawatankuasa PIBG kepada komuniti dan memperluas skop aktiviti PIBG kepada komuniti dan memperluas skop aktiviti PIBG dalam pelaksanaan aktiviti kurikulum dan kokurikulumdalam pelaksanaan aktiviti kurikulum dan kokurikulum

Page 24: Introduction to Parental/Family/Community Involvement

Pembiayaan pendidikanPembiayaan pendidikanStrategi pelaksanaanStrategi pelaksanaan

KPM akan menggalakkan sektor swasta dan orang KPM akan menggalakkan sektor swasta dan orang perseorangan untuk memberikan sumbangan secara terus perseorangan untuk memberikan sumbangan secara terus kepada institusi pendidikankepada institusi pendidikan

ICT dalam pendidikanICT dalam pendidikanStrategi dan pelaksanaanStrategi dan pelaksanaanKPM akan mempertingkat kerjasama dua hala antara KPM akan mempertingkat kerjasama dua hala antara institusi pendidikan di KPM dengan masyarakat setempat institusi pendidikan di KPM dengan masyarakat setempat dan pihak swasta untuk pembangunan ICT dalam dan pihak swasta untuk pembangunan ICT dalam pendidikanpendidikan

Page 25: Introduction to Parental/Family/Community Involvement

Teori Hubungan Sekolah dan KeluargaTeori Hubungan Sekolah dan Keluarga

Separate influenceSeparate influence Sequenced-responsibilitiesSequenced-responsibilities Overlapping influenceOverlapping influence

Page 26: Introduction to Parental/Family/Community Involvement

Online resources for parent/family Online resources for parent/family involvement ERIC Digestinvolvement ERIC Digest

To engage parents in technology practicesTo engage parents in technology practices Parents guide to InternetParents guide to Internet

http://www.ed.gov/pubs/parents/internet/http://www.ed.gov/pubs/parents/internet/index.htmlindex.htmlThe children’s partnership: Children and The children’s partnership: Children and internetinternet

http://www.chidrenspartnership.org/bbar/ctehttp://www.chidrenspartnership.org/bbar/ctech.htmlch.html

Page 27: Introduction to Parental/Family/Community Involvement

To promote meaningful school-parent exchangesTo promote meaningful school-parent exchangesThe reading villageThe reading villagehttp://teams.lacoe.edu/village/welcome.htmlhttp://teams.lacoe.edu/village/welcome.htmlThe National Parent Information NetworkThe National Parent Information Network

http://npin.org/http://npin.org/ To raise awareness regarding the components of effective programs To raise awareness regarding the components of effective programs

and family involvemetn researchand family involvemetn researchFamily involvement in children’s education: Successful local Family involvement in children’s education: Successful local approachesapproacheshttp://www.ed.gov/pubs/FamInvolve/http://www.ed.gov/pubs/FamInvolve/

Parent involvement: literature review and database of promising Parent involvement: literature review and database of promising practicespracticeshttp://www.ncrel.org/sdrs/pidata/pi0over.htmhttp://www.ncrel.org/sdrs/pidata/pi0over.htm

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To encourage contributions to and To encourage contributions to and collaborative efforts within the communitycollaborative efforts within the communityPartnership for family involvement in Partnership for family involvement in educationeducation

http://www.indiana.edu/~eric_rec/ieo/digesthttp://www.indiana.edu/~eric_rec/ieo/digests/s/>>http://pfie.ed.gov/http://pfie.ed.gov/

Page 29: Introduction to Parental/Family/Community Involvement

Hoover-Demsey & Sandler ModelHoover-Demsey & Sandler Model

What can you learn from this model?What can you learn from this model? In your opinion, which is the most important factor In your opinion, which is the most important factor

influencing parents’ choice on their involvement in their influencing parents’ choice on their involvement in their child’s education?child’s education?

Can you think of other factor/s that will act as mediating Can you think of other factor/s that will act as mediating variable/s for parent involvement in schools?variable/s for parent involvement in schools?

Page 30: Introduction to Parental/Family/Community Involvement

Hoover-Demsey & Sandler ModelHoover-Demsey & Sandler Model

Parents’ choice of involvement forms Parents’ choice of involvement forms influenced by:influenced by:Parents’ skills and knowledgeParents’ skills and knowledgeDemand on time and energy (family and Demand on time and energy (family and employment)employment)Invitations and demands for involvement Invitations and demands for involvement from child/school/teacherfrom child/school/teacher

⇓⇓

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How parent involvement influences child How parent involvement influences child outcomeoutcomeModellingModellingReinforcingReinforcingInstructions Instructions

⇓⇓

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Mediating variablesMediating variablesDevelopmentally appropriate strategies by Developmentally appropriate strategies by parentsparentsFit between parents’ involvement actions Fit between parents’ involvement actions and school expectationsand school expectations

⇓⇓

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Student outcomesStudent outcomesSkills and knowledgeSkills and knowledgeEfficacy of doing well in schoolEfficacy of doing well in school

Page 34: Introduction to Parental/Family/Community Involvement

Swap, Susan McAllisterSwap, Susan McAllister

The protective modelThe protective modelParents delegate to the school the responsibility for Parents delegate to the school the responsibility for education their children, parents hold staff accountable for education their children, parents hold staff accountable for the results, and educators accept this responsibilitythe results, and educators accept this responsibilityThe goal is to reduce the possible conflict that can result The goal is to reduce the possible conflict that can result between schools and familiesbetween schools and families

Page 35: Introduction to Parental/Family/Community Involvement

The school-to-home transmission modelThe school-to-home transmission modelSchool and home share common School and home share common expectations and valuesexpectations and valuesThe school should identify the values and The school should identify the values and practices that contribute to success, and practices that contribute to success, and parents should provide these conditions at parents should provide these conditions at homehome

Page 36: Introduction to Parental/Family/Community Involvement

The curriculum enrichment modelThe curriculum enrichment modelParents and educators work together to Parents and educators work together to enrich the curriculum and to take advantage enrich the curriculum and to take advantage of parents’ expertiseof parents’ expertiseParents are encouraged to take a child to an Parents are encouraged to take a child to an aquarium or museum if related topics are aquarium or museum if related topics are covered in the curriculumcovered in the curriculum

Page 37: Introduction to Parental/Family/Community Involvement

The partnership modelThe partnership modelParents and educators work together to Parents and educators work together to accomplish the common mission of helping accomplish the common mission of helping all children in the school to achieve success. all children in the school to achieve success. It requires collaboration among parents, It requires collaboration among parents, community members and educators. It community members and educators. It emphasizes two-way communication, emphasizes two-way communication, parents’ strength and joint problem-solvingparents’ strength and joint problem-solving

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Protective and school-to-home models are common Protective and school-to-home models are common practice and curriculum enrichment and partnership practice and curriculum enrichment and partnership models are coming into wider usemodels are coming into wider use(Henderson and Berla, 1995)(Henderson and Berla, 1995)

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Epstein’s model Epstein’s model

Type 1:Type 1: ParentingParenting Help all families establish home environments to support Help all families establish home environments to support children as studentschildren as studentsParents as providers of the child’s basic needsParents as providers of the child’s basic needsParents should form the foundation for their children’s Parents should form the foundation for their children’s educationeducationParents provide and maintain positive home environment Parents provide and maintain positive home environment that is conducive to learning and the development of that is conducive to learning and the development of physical, intellectual, social and emotional skills and valuesphysical, intellectual, social and emotional skills and valuesIt consists of a combination of information for parents and It consists of a combination of information for parents and from parents about their children and families (Epstein, from parents about their children and families (Epstein, 2000)2000)

Page 40: Introduction to Parental/Family/Community Involvement

Type 2:Type 2: CommunicatingCommunicatingDesign effective forms of school-to-home Design effective forms of school-to-home communications about school programs and communications about school programs and children’s progresschildren’s progressChildren often play an important role in the Children often play an important role in the success of this as couriers in taking messages from success of this as couriers in taking messages from school to home and bringing them back to school school to home and bringing them back to school from home.from home.Besides conventional practices, schools can use Besides conventional practices, schools can use email, voice mail and school’s website to relate email, voice mail and school’s website to relate messages to parentsmessages to parents

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Type 3:Type 3: VolunteeringVolunteeringRecruit and organize parents’ help and supportRecruit and organize parents’ help and supportParents as volunteers at the schoolParents as volunteers at the schoolIt ranges from low to high levels of participationIt ranges from low to high levels of participation70% parents never help teachers in the classroom, 70% parents never help teachers in the classroom, and only 4% of the parents (2 or 3 parents per and only 4% of the parents (2 or 3 parents per classroom) were highly active at school (Epstein, classroom) were highly active at school (Epstein, 2001) 2001)

Page 42: Introduction to Parental/Family/Community Involvement

Type 4: Type 4: Learning at homeLearning at homeProvide information and ideas to families about how to Provide information and ideas to families about how to help students at home with homework and other help students at home with homework and other curriculum-related activities, decisions and planningcurriculum-related activities, decisions and planning

Type 5:Type 5: Decision making/AdvocacyDecision making/AdvocacyInclude parents in school decisions, developing parent Include parents in school decisions, developing parent leaders and representativesleaders and representativesParents involved in school governanceParents involved in school governanceTeachers and administrators will need to provide the Teachers and administrators will need to provide the necessary background information and training for parents necessary background information and training for parents to effectively carry out their responsibilities and make to effectively carry out their responsibilities and make sound decisionssound decisions

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Type 6:Type 6: Collaborating with communityCollaborating with communityIdentify and integrate resources and Identify and integrate resources and services from the community to strengthen services from the community to strengthen school programs, family practices, and school programs, family practices, and student learning and developmentstudent learning and developmentParents working in collaboration with the Parents working in collaboration with the entire communityentire community

Page 44: Introduction to Parental/Family/Community Involvement

Learning at homeLearning at home

Students show impressive results when:Students show impressive results when:Parents read to themParents read to themSupport them in completing homeworkSupport them in completing homeworkEngage them in turning Engage them in turning everydayexperiences into learning everydayexperiences into learning experienceexperienceTutor themTutor them

Page 45: Introduction to Parental/Family/Community Involvement

New understanding of New understanding of parent involvementparent involvement

There are different forms and levels of involvementThere are different forms and levels of involvement It is a collaborative effort involving families, schools, It is a collaborative effort involving families, schools,

community and religious groups and employerscommunity and religious groups and employers Parent involvement means family involvement: Parent involvement means family involvement:

involvement of every adult in the familyinvolvement of every adult in the family Begin with the assumption that majority of parents care Begin with the assumption that majority of parents care

about their children and want to be involvedabout their children and want to be involved Avoid using jargon in communicationAvoid using jargon in communication Hard-to-reach parents need special initiativesHard-to-reach parents need special initiatives

Page 46: Introduction to Parental/Family/Community Involvement

Obstacles to Family InvolvementObstacles to Family Involvement

not enough time (especially during the day) not enough time (especially during the day) feel they have nothing to contribute feel they have nothing to contribute don’t understand the planning process or don’t understand the planning process or

the service system the service system don’t know how to become involved in a don’t know how to become involved in a

meaningful way meaningful way lack of child care lack of child care feel intimidated feel intimidated

Page 47: Introduction to Parental/Family/Community Involvement

not available during the time school functions are not available during the time school functions are scheduled scheduled

language and cultural differences language and cultural differences lack of transportation lack of transportation don’t feel welcome at the school don’t feel welcome at the school

(National PTA, 1992, survey to 27,000 local and (National PTA, 1992, survey to 27,000 local and unit presidents and 3,000 council leaders asking unit presidents and 3,000 council leaders asking them what barriers they faced when they tried to them what barriers they faced when they tried to get parents involved.)get parents involved.)

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Prinsip untuk pakatan/kolaborasiPrinsip untuk pakatan/kolaborasi(Principles for Collaboration)(Principles for Collaboration)

Program bersifat komprehensif (Programs should be Program bersifat komprehensif (Programs should be comprehensive)comprehensive)

Peka kepada keperluan ibu bapa/keluarga (Sensitive to Peka kepada keperluan ibu bapa/keluarga (Sensitive to family needs)family needs)

Inisiatif perlu datang dari pihak sekolah (Initiatives come Inisiatif perlu datang dari pihak sekolah (Initiatives come from schools)from schools)

Pakatan perlu jujur tanpa agenda tersembunyi (Partnership Pakatan perlu jujur tanpa agenda tersembunyi (Partnership should be sincere without any hidden agenda)should be sincere without any hidden agenda)

Latihan kepada para pendidik (Training given to educators)Latihan kepada para pendidik (Training given to educators) Batasan penglibatan perlu dinyatakan dengan jelas Batasan penglibatan perlu dinyatakan dengan jelas

(Limitations to involvement should be made known to (Limitations to involvement should be made known to those who are involved)those who are involved)

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Kolaborasi perlu bersifat interagensi (Promote Kolaborasi perlu bersifat interagensi (Promote inter-agency collaboration)inter-agency collaboration)

Strategi yang diamalkan perlu mengambil kira Strategi yang diamalkan perlu mengambil kira perubahan demografik (Consider demographic perubahan demografik (Consider demographic changes in planning strategies)changes in planning strategies)

Komunikasi perlu pelbagai (Have varried Komunikasi perlu pelbagai (Have varried communication patterns)communication patterns)

Amalkan pengupayaan (Promote empowerment)Amalkan pengupayaan (Promote empowerment)

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Tips for partnershipTips for partnership

Relationships are key to successful partnershipsRelationships are key to successful partnerships Successful partnership are built on trust and mutual Successful partnership are built on trust and mutual

respectrespect Programs must be strengths-basedPrograms must be strengths-based Family involvement is a processFamily involvement is a process Comprehensive approaches must be most effectiveComprehensive approaches must be most effective Multiple-year strategiesMultiple-year strategies Continue through high schoolContinue through high school Cultural competency and sensitivity to differing Cultural competency and sensitivity to differing

perspectives is essentialperspectives is essential

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Foundations for Meaningful Foundations for Meaningful Parent/Family InvolvementParent/Family Involvement

Positive school climatePositive school climatePrincipals should be leaders in creating an environment in Principals should be leaders in creating an environment in which teachers and staff demonstrate to parents a sense of which teachers and staff demonstrate to parents a sense of full /sincere partnershipfull /sincere partnershipAttitudes encouraged: friendliness, approachability, Attitudes encouraged: friendliness, approachability, openness, empathy, compassion, patience, and respect for openness, empathy, compassion, patience, and respect for othersothers

Regular communicationRegular communicationSchools need to use a range of communication techniques Schools need to use a range of communication techniques that enable schools and families to share informationthat enable schools and families to share information

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DiversityDiversityFamilies differ in their structures, economic status, racial Families differ in their structures, economic status, racial and ethnic backgrounds, and education backgroundsand ethnic backgrounds, and education backgrounds

Training for educators and parentsTraining for educators and parentsAdministrators need to provide emotional and social Administrators need to provide emotional and social support, seek and secure funds to adequate training for support, seek and secure funds to adequate training for teachers, staff and parentsteachers, staff and parents

Provide comprehensive parent/family involvement Provide comprehensive parent/family involvement programsprogramsAcknowledge parents’ needs and interests and allow Acknowledge parents’ needs and interests and allow parents to build their strengths and resourcesparents to build their strengths and resources

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Conclusions from Henderson and BerlaConclusions from Henderson and Berla

Efforts to improve children outcomes are much Efforts to improve children outcomes are much more effective if the efforts encompass the more effective if the efforts encompass the students’ familiesstudents’ families

Children of parents who are involved both at home Children of parents who are involved both at home and at school stay in school longerand at school stay in school longer

Children learn best when their parents play four Children learn best when their parents play four key roles:key roles:TeachersTeachersSupportersSupportersAdvocatesAdvocatesDecision makingDecision making

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When parents are involved in schools, their When parents are involved in schools, their children go to better schoolschildren go to better schools

A comprehensive, well-planned family-A comprehensive, well-planned family-school partnership fosters high student school partnership fosters high student achievementachievement