Parent Engagement ‘ New York Style’ Challenging Perceptions Manchester 11th September 2008 Martin Howlett & Julie Maloney

What can schools do to ensure they fully support the strategic direction of other public services? Task

Perceptions: Lack of support for parents Top down model for direction No clarity on external influences Reality: Some families lack basic social skills School is different Powerful nature of team work Empathy Ability to support Partnership or Dictatorship?

Perceptions:

Lack of support for parents

Top down model for direction

No clarity on external influences

Reality:

Some families lack basic social skills

School is different

Powerful nature of team work

Empathy

Ability to support

Would You Apply? Parents need support to be involved in meaningful education engagement… WANTED: Mature adults for 24-hour, seven days a week duty. Must be patient, determined, and self motivated. Will need to work with people who are at times totally dependent, demanding, and unreasonable. Duties include shopping, financial management, housekeeping, counselling, cooking, and emergency first aid. Must provide frequent transportation. Lifetime commitment but no formal education required. No job training provided. No monetary compensation, but generous fringe benefits.

Within Authority: Transparency Clear channels of communication Supporting ECM agenda Clear commitment to parents Empowering constructive engagement Standards of achievement Within Locality: Transparency Clear channels of communication Supporting ECM agenda Clear commitment to parents Empowering constructive engagement Directed support through ext. services Responsive to local diversity/needs Parent Engagement – Cheshire Model

Within Authority:

Transparency

Clear channels of communication

Supporting ECM agenda

Clear commitment to parents

Empowering constructive engagement

Standards of achievement

Within Locality:

Transparency

Clear channels of communication

Supporting ECM agenda

Clear commitment to parents

Empowering constructive engagement

Directed support through ext. services

Responsive to local diversity/needs

Schools Visited: Millennium High School – Manhattan (close to Ground Zero) University Neighbourhood High School – City East Side The Eagle Academy – Bronx Law & Justice High School – Bronx International Baccalaureate School – Queens Long Island City High School – Queens Harriet Tubman Charter School - Bronx

Strategic Communication Levels For Parent Advisory Councils Chancellor Chancellors Parent Advisory Council Region Presidents Advisory Council (x10) PTA PA PA PTA PTA

Create a shift to empower parents by creating the capacity within the system to support parents in the process of engagement Through the cascade methodology, train parents to be professionally involved in schools Initial setup caused much infighting as parents on the PTA were angry about an individual being paid to do the role of parent coordinator. A lack of understanding of the role was the primary cause PCs operate ‘parent friendly’ rooms/spaces PCs report directly to the Principal with good Principals empowering the PC to provide intervention strategies to support parental issues with school Principle of PCs is that support services must be local PCs have been instrumental in supporting abuse cases and report directly to Child Abuse representative in such cases Parent Coordinators – General Observations

Create a shift to empower parents by creating the capacity within the system to support parents in the process of engagement

Through the cascade methodology, train parents to be professionally involved in schools

Initial setup caused much infighting as parents on the PTA were angry about an individual being paid to do the role of parent coordinator. A lack of understanding of the role was the primary cause

PCs operate ‘parent friendly’ rooms/spaces

PCs report directly to the Principal with good Principals empowering the PC to provide intervention strategies to support parental issues with school

Principle of PCs is that support services must be local

PCs have been instrumental in supporting abuse cases and report directly to Child Abuse representative in such cases

Different cultures within the community create issues with parent involvement. Latino families see the schools as an authority rather than a mechanism for parental involvement Transparency in the school decision making process is vital if parent involvement is to be successful. Having this PC appointed with parents on the panel ensures parental transparency Parent Coordinators – General Observations Parent Coordinators work in the context of NYC. Praise across the board for the move has ensured passion and positive outcomes for all involved – this is transforming the way parents interact with schools

Different cultures within the community create issues with parent involvement. Latino families see the schools as an authority rather than a mechanism for parental involvement

Transparency in the school decision making process is vital if parent involvement is to be successful. Having this PC appointed with parents on the panel ensures parental transparency

Gives strong link with other public services Diffuses situations and confrontations with leadership Maintains good relationship with school and parents Makes school ‘more contactable’ Improves communications Ensures parents/carers have support to make the difference Gives students a ‘go between’ for school and home Allows monitoring of home situations Improves effectiveness of internal communications for issues facing individual students Provides immediate response to home issues Makes parents feel welcome into the school STRENGTH

Gives strong link with other public services

Diffuses situations and confrontations with leadership

Maintains good relationship with school and parents

Makes school ‘more contactable’

Improves communications

Ensures parents/carers have support to make the difference

Gives students a ‘go between’ for school and home

Allows monitoring of home situations

Improves effectiveness of internal communications for issues facing individual students

Provides immediate response to home issues

Makes parents feel welcome into the school

Careful introduction required for teaching staff Must find the right person Positioning of room vital Training required for individual appointee Job progression for appointee WEAKNESSES

Careful introduction required for teaching staff

Must find the right person

Positioning of room vital

Training required for individual appointee

Job progression for appointee

Ensuring partnership delivery for ECM agenda NYC Dept. of Education willing to support in implementation by providing appointment support, training, ‘on the job experience’, ongoing for coordinator, school and LA Transform relationships between school and parents Establish school as centre of the community OPPORTUNITIES

Ensuring partnership delivery for ECM agenda

NYC Dept. of Education willing to support in implementation by providing appointment support, training, ‘on the job experience’, ongoing for coordinator, school and LA

Transform relationships between school and parents

Establish school as centre of the community

Support mechanisms within services and LA Single status Gaining ownership from teaching staff Space Poor appointment of staff THREATS

Support mechanisms within services and LA

Single status

Gaining ownership from teaching staff

Space

Poor appointment of staff

Within Authority: Transparency Clear channels of communication Supporting ECM agenda Clear commitment to parents Empowering constructive engagement Standards of achievement Within Locality: Transparency Clear channels of communication Supporting ECM agenda Clear commitment to parents Empowering constructive engagement Directed support through ext. services Responsive to local diversity/needs Parent Engagement – Cheshire Model

Within Authority:

Transparency

Clear channels of communication

Supporting ECM agenda

Clear commitment to parents

Empowering constructive engagement

Standards of achievement

Within Locality:

Transparency

Clear channels of communication

Supporting ECM agenda

Clear commitment to parents

Empowering constructive engagement

Directed support through ext. services

Responsive to local diversity/needs

Internal Support Structures School Partnerships Voluntary Organisations Police Health Care Trust Youth Services Connexions Auth. Support Groups EWO YOT CAMHS Social Services Parent Coordinator Local Authority

Responsibility to Headteacher First point of contact with parents/carers (via mobile phone) 24/7 Request for information Effective rapid response for home/school communication Parental/Community support Maintaining a ‘parent friendly’ environment Breaking down ‘eduspeak’ Provides filtering for appropriate response Facilitating ‘wrap around support’ following initial contact for ECM referral Contribute to the dynamic responsiveness of services for families and children Providing transparency and understanding of the systems within which parents have to operate Parent Coordinator Core Roles & Responsibilities

Responsibility to Headteacher

First point of contact with parents/carers (via mobile phone) 24/7

Request for information

Effective rapid response for home/school communication

Parental/Community support

Maintaining a ‘parent friendly’ environment

Breaking down ‘eduspeak’

Provides filtering for appropriate response

Facilitating ‘wrap around support’ following initial contact for ECM referral

Contribute to the dynamic responsiveness of services for families and children

Providing transparency and understanding of the systems within which parents have to operate

Employment of correct person with correct experience Training delivery within authority context Through Locality Managers, raise awareness/importance of role with other service providers Use/develop expertise offered with partnership (NYCED) Schools addressing policy/structures to ensure effective introduction of role Utilise channels of communication to raise awareness of role throughout parental body of schools Provide quality external review of role Key Elements to Success

Employment of correct person with correct experience

Training delivery within authority context

Through Locality Managers, raise awareness/importance of role with other service providers

Use/develop expertise offered with partnership (NYCED)

Schools addressing policy/structures to ensure effective introduction of role

Utilise channels of communication to raise awareness of role throughout parental body of schools

Provide quality external review of role

Twelve Months on… External evaluation very positive Many interventions as a result 9 cp issues discovered Inclusion enhanced Reduced pastoral load Communications improved One hot phone!!

External evaluation very positive

Many interventions as a result

9 cp issues discovered

Inclusion enhanced

Reduced pastoral load

Communications improved

One hot phone!!

24/7 Availability (parent friendly) improving communication Families supported , feel listened to Individuals attendance improved Individuals attainment improved Parenting skills improved relationships between parent and child improved Parental involvement in school increased

24/7 Availability (parent friendly) improving communication

Families supported , feel listened to

Individuals attendance improved

Individuals attainment improved

Parenting skills improved

relationships between parent and child improved

Parental involvement in school increased

Individuals needs identified and dealt with appropriately Increase in opportunities for families to become involved within the school Improved transition from primary school to High School Issues resolved swiftly Swift referrals to other organisations Increase in knowledge of local community for families and school

Individuals needs identified and dealt with appropriately

Increase in opportunities for families to become involved within the school

Improved transition from primary school to High School

Issues resolved swiftly

Swift referrals to other organisations

Increase in knowledge of local community for families and school

TASKS TASK 1 List 3 key needs your service would want a high school family coordinator to carry out in relation to sexual health TASK 2 List 3 key needs a parent would want from their high school family coordinator in relation to sexual health

TASK 1

List 3 key needs your

service would want

a high school family coordinator to carry out in relation to sexual health

TASK 2

List 3 key needs

a parent would want from their high school family coordinator in relation to sexual health

Community Engagement Short, medium & long term strategy Listening, translating key issues Indirect multiagency approach Change of direction from schools ‘ true’ joined up thinking & working Understanding of demographic factors of individual communities Proactive education strategies led by extended services from birth

Short, medium & long term strategy

Listening, translating key issues

Indirect multiagency approach

Change of direction from schools

‘ true’ joined up thinking & working

Understanding of demographic factors of individual communities

Proactive education strategies led by extended services from birth