Katherine Ratliffe University of Hawaii ratliffehawaiiedu Agenda What are family school and community partnerships What does research say about FSCPs What do the laws say about FSCPs How do FSCPs work in the Pacific What role does culture play in interpreting this concept ID: 360895
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Slide1
Family School and Community Partnerships in the Pacific Islands
Katherine RatliffeUniversity of Hawaiiratliffe@hawaii.eduSlide2
Agenda
What are family, school and community partnerships?What does research say about FSCPs?What do the laws say about FSCPs?
How do FSCPs work in the Pacific? What role does culture play in interpreting this concept?
What skills/attitudes
d
o teachers need to promote successful FSCPs?
What resources are available to learn about FSCPs?Slide3
What are FSCPs?
ActivityParents, educators and community members working together in many different ways to support and promote children’s learning.Slide4
One Way To See Partnerships
Epstein’s model of overlapping spheres
Home
School
Community
ChildSlide5
What is Your Experience
Activity: Work in small groups (3-4)What have been your experiences as a parent in working with your children’s schools? OR
What have been your experiences as a student having your parents work with your school?Slide6
Have you Ever?
Volunteered as a tutor.
Volunteered
as a program coordinator
or organizer
.
Attended
a college preparation meeting.
Attended
strategy session for
helping students with homework. Participated in a parenting class.Participated in an adult ESL class.
Participated in an adult literacy class.Participated in an adult enrichment class.Participated as a guest speaker or instructor.Participated
in facility planning or building meeting.Participated in school-parent
decision making activity.
Attended a school open house.
Attended
a parent organization meeting.
Attended
a meeting regarding
student’s classroom
behavior or achievement.
Participated
in a parent-teacher conference.
Contributed
funds or materials for
school fundraiser
or booster program.
Voted
in a school election or bond issue.
Talked
via phone about student’s
behavior or
achievement.
Accessed
information about
student’s assignments
via e-mail, Internet, or phone.Slide7
Traditional Vs. Reciprocal
TraditionalTypically, takes the form of a request
from the
school for family or community
member to
act
.
In traditional interactions, school staff
are generally
the only ones who benefit from the involvement.
ReciprocalTypically, has benefit for school and families equally.Programs that are characterized
by reciprocal interactions among students, school staff, family, and community members have greater benefits to all involved.Slide8
What does research say about FSCPs?
Activity: What do you think are the benefits of FSCPs?When families are more engaged with their children’s education:
Children do better academically (grades, test scores)
Children do better behaviorally (fewer suspensions, etc.)
Children do better socially (make more friends, participate in more activities)
Henderson &
Mapp
, 2002Slide9
Family Involvement is associated with improved academic success across ethnic groups (Fan & Chen ,2001;
Jeynes, 2007)
Subgroups with at-risk characteristics for academic underachievement (poor, English language learners, immigrants, single parent families, families with children with disabilities) may benefit even more (
Dearing,
Kreider
, Simpkins, & Weiss, 2006
; Tang
, Dearing, &Weiss, 2012).Slide10
Three Elements of Success
Parents' role construction defines parents' beliefs about what they are supposed to do in their children's
education.
Second
, parents' sense of efficacy
(their belief that they can be successful) for
helping their children succeed in
school focuses
on the extent to which parents believe that through their involvement they can exert positive influence on their children's
educational outcomes.
Third, general invitations, demands, and opportunities for involvement refer to parents' perceptions that the child and school want them to be involved.
Hoover-Dempsey & Sandler (1997)Slide11
Parents’ Role Constructions
What parents believe about their roles in education depends on culture (Harkness & Super,
2002).
Example: Mexican families believe they are responsible for children’s moral development and the school is responsible for academic development. Therefore, they often do not ask questions of teachers.
Example: Chinese families believe that education is the child’s responsibility and families provide material resources only (pay for education, books,
etc
,).
Activity: What are Pacific Island parents’ beliefs about their roles in education?Slide12
Parents’ Self Efficacy
Self-Efficacy: Beliefs about how much they can help.Parents may have little education of their own
Parents may be unfamiliar
with the
school system
T
hey
may not feel confident
to make choices about which high school classes their child should take, and other decisions.
They may lack good language skills (English)
(Pena, 2000)Slide13
Perceptions that Schools Want Parents to be Involved
Do schools/teachers invite parent involvement or provide opportunities for them?Do parents feel that their help is welcomed by schools?
Are parents very busy with making a living?
Do parents live far from schools?
Do parents know how to help?Slide14
What do the laws say about FSCPs?
NCLB (ESEA) (No Child Left Behind/Elementary and Secondary Education Act)
Mandates that schools have plans for including parents on multiple levels in their children’s education
IDEA (Individuals with Disabilities Education Act)
Parents must be equal members of the IEP team
Parents must be informed regarding all testingSlide15
What About Culture?
Activity (small groups): How could culture affect FSCPs on your island?
Barrier Reason
Activity (small groups): What could FSCPs look like on your island? What would work to get parents more involved? Think broadly!Slide16
What skills/attitudes do teachers need
for successful FSCPs?
Good listening skills
Creativity
Ability to develop relationships/trust
Respect for differences
Support from principal/school/other teachers
Time and a plan (a flexible one)Slide17
Charlotte Danielson’s Framework for Teaching
Domain 1: Planning and PreparationDemonstrating knowledge of content and pedagogy
Demonstrating knowledge of students
Domain 2: The Classroom Environment
Creating an environment of respect and rapport
Managing student behavior
Domain 3: Professional Responsibilities
Communicating with families
Domain 4: Instruction
Communicating with students
Engaging students in learningSlide18
Do FSCPs fit with Standards?Slide19
Types of Family & Community Connections with Schools
Fostering Supportive Home Environments
Promoting
Shared Decision Making
Expanding
Family, Community, and School Communication
Coordinating
Resources and Services
Fostering
Volunteer SupportSupporting Youth
Development Supporting Learning Outside of School (and)Expanding Community DevelopmentSouthwest Educational Development Laboratory, 2005Slide20
Fostering Supportive Home
EnvironmentsStrategies that assist families with parenting skills & help create home conditions to support student academic achievement.
Parenting classes
Homework that includes family members
Benefits
Increased student academic achievement because students receive more
support for
classroom learning activities at home
Greater
knowledge and skill for family members about how to support
their children not only academically but physically and emotionallySlide21
Promoting Shared Decision
MakingStrategies that include families and community members as partners
in school
decisions
.
Invite family members to sit on school committees
Have community meetings to discuss upcoming decisions about curriculum, facilities or testing
Benefits
Enhanced family-school interactions that bring about improved relations among
all those
involved and support for the school’s academic effortsAdditional resources for school improvement effortsSlide22
Expanding Family, Community, and School
CommunicationS
trategies
that help to promote effective two-way communications
among schools
, families, and community members or groups
.
Suggestion boxes
Bulletin boards
Principal tea or coffee hour
Communication books (for younger students)BenefitsGreater knowledge and access to programs that support student, family, school, and community needs More involvement in school and community programsSlide23
Fostering Volunteer
SupportStrategies
that organize and support family and community members
in their
efforts to support the school and its students
.
School clean up days
Opportunities for parents to help in classrooms
Field trip chaperones
Benefits
Greater support for student academic success and for school improvement effortsPositive perception of school staff, efforts, and programsSlide24
Supporting Learning Outside of School
Strategies that involve families and partner organizations to
support learning
in a variety of settings other than the classroom
.
Internships in local businesses for students
Opportunities for field trips and community partnerships
School-community partnerships to raise money to provide school lunches
Benefits
Additional support for student learning and personal development that might
lead to increased academic achievementAdditional support and resources for school improvement effortsSlide25
What Does Your School Do?
Activity: Form small groups of 3-4What school activities foster supportive home learning environments in your school?
What school activities foster shared decision making in your school?
What school activities foster family, community and school communication in your school?
What school activities foster volunteer support in your school?
What school activities foster learning outside of school in your school?Slide26
Make a Plan
In your small group:Decide on 2-3 things each of you would like to get started in your school to improve family, community and school partnerships at your school.
How will you get started? List three steps you will take.
What supports will you look for in order to be successful?Slide27
What resources are available to learn about FSCPs
?ResearchAFFECT Project (
www.affect.hawaii.edu
)
SEDL (
http
://www.sedl.org/
connections
) Slide28
AFFECT Project Website
http://www.affect.hawaii.eduSlide29
AFFECT ModulesSlide30
AFFECT Video librarySlide31Slide32Slide33Slide34
Thank You!