When families are engaged with their children's school there is a positive impact on student learning, attendance and student aspirations for their future. There's a powerful connection that's been found again and again. While virtually all teachers and principals recognize the value of having parents and families engaged with their school they often struggle to figure out how to promote engagement particularly among families of limited means and those who are recent immigrants.
There's lots of evidence for building productive partnerships with parents and families. There's also a lot of really good resources available for teachers and principals to consider when developing plans to improve engagement. I recently wrote a Research Into Practice brief for principals in the Oregon GEAR UP program and after a review of the literature on family engagement identified six things to consider. The complete brief is available here and on the Oregon GEAR UP website.
Here are the six strategies that can be used to improve engagement of parents and families
at your school.
1. Check Assumptions and Stereotypes – Be careful
about assumptions and stereotypes about families. Most teachers and employees
share a middle class background and view the role of parents through their own
experience. Recognize that a diverse parent community reflects a variety of
values, beliefs about the role of parents and their relationship to school, and
comfort in interacting with school personnel. Often Latino and poor families
feel unwanted and unwelcome in their child’s school. Be cautious about relying
on training, books and other resources that makes generalizations about poor
families or families of diverse cultures. Do not organize your parent
engagement program around majority, middle-class norms and values. A single
approach to parent engagement will not succeed with all parents.
2. Build Trusting Relationships – Personal
relationships are important when working with families. Many parents are more
comfortable interacting with school personnel in smaller, more intimate settings
where it may be possible to share information and ask questions. Latino parents
are often concerned about being dismissed due to language or cultural barriers.
They are aware of the stereotypes present among school employees and other
parents and may resist participating in parent activities where those
stereotypes may be displayed. Identify ways to meet and talk with families at
churches or community centers off campus. Your outreach must be culturally
sensitive and specific to each cultural group. Similarly, parents of limited
means share these concerns and resist participating in programs where
involvement is measured by the economic resources you can contribute to the
school.
3. Value Robust Two-Way Communication – All parents
want to be active partners in their children’s education. An important part of
parent engagement is their sense of efficacy, believing that they can
contribute to their child’s education. The literature repeatedly discusses the
importance of both learning from families about their children as well as
sharing information about their children’s schooling with them. Too often
school communication occurs just one way, school to family and just about
problems rather than successes. Parents, particularly parents of limited means,
but also parents from diverse cultures, perceive that the school may not value
their knowledge about their own child. They may resist sharing information that
re-enforces assumptions they believe school employees hold about their family
and their child. Schools often create structures for parents to share
information but those systems are built on middle-class norms about when and how
to interact with the school.
4. Identify Authentic Opportunities to Learn From
Families – Just as two-way communication is essential, so is creating
opportunities for families of diverse backgrounds to share their knowledge and
skills. Parents enjoy the opportunity to contribute their knowledge to the
school’s program. Don’t rely on a parental engagement program based solely on
fund-raising or other resource-based programs. Many parents are eager for an
opportunity to provide leadership. Seek opportunities for Latino parents and
parents of limited means to participate in decision-making groups. That may
require working with community leaders to identify parents comfortable with
that role.
5. Train Teachers and Other Staff – It’s
important to work with teachers and other staff to become knowledgeable about
the diversity present in your school community. The most effective learning
occurs when members of these diverse communities are part of the training.
Their involvement makes the training more authentic and signals the community
that you are committed to learning about and respecting the diversity present
in your school. As stated earlier, do not rely on a single book or training
session to form generalizations about poor or Latino families. Those materials may
only re-enforce negative assumptions and stereotypes.
6. Develop and Implement a Plan – Improving
parent engagement requires an intentional plan of action. Good intentions are
noble but a systematic, sustained commitment requires planning and resource
allocation. The best plans are developed with parents and community. Current
governance structures like the School Improvement Team or the PTO may not
adequately reflect the diversity of point of view central to a successful plan.
Assure that your planning team is diverse and involves each group that will be
part of the plan.
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