Family School and Community Partnerships in the Pacific Isl - PowerPoint Presentation

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 librarySlide31
Slide32
Slide33
Slide34

Thank You!