Parental Engagement<br />Ian Palmer<br />7th Sept 2011<br />ian@schoolsindustry.com.au<br />
Epstein: Theory of Overlapping Spheres of Influence<br />Community<br />Schools<br />Family<br />
Epstein: Theory of Overlapping Spheres of Influence<br />Experience,Philosophy,<br />Practices of School<br />Experience,P...
Epstein: Theory of Overlapping Spheres of Influence<br />Schools<br />Family<br />Community<br />Force  A      Time/Age/Gr...
Epstein’s Research<br />Division or Multiplication of labour<br />Effective parent programs don’t happen by chance <br />L...
Epstein’s Six Types of Engagement<br />Good parenting, <br />Family-school two way communications, <br />Quality volunteer...
Key Points<br />Parents can make or break a school.  <br />If parents value education and hold high expectations for their...
Teacher-Parent Collaborative Leadership<br /><ul><li>External factors: Low SES, CALD, time poor parents (Epstein 2010; Hat...
Joint leadership for student success targeting ALL parents
Complements teacher leadership models… (Bezzina, 2007; Cranston, 200; Hallinger, 2007; Harris, 2003) </li></li></ul><li>Ca...
79% of parents feel they don’t know enough to help (Perkins & Peterson, 2005).
Declines in parents self-efficacy, perceived invitations from the child and student interest
Increases in students disengagement and dropping out.</li></li></ul><li>Career Academy<br /><ul><li>Parents key to success
Guest speakers
Structured Workplace Learning
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Parent Engagement VC Ian Palmer

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  • Introduce SBCPB program.I’ve enjoyed unitA chance to align my special interest in Career DevelopmentJust the gist due to time 15 minutesFollowed by 3 x 5 Min discussion questions.
  • Major influences Child interacts inside each of these spheres. Positive and negative - tensions and pressures (EG Siblings)
  • Works bestEnvelope of achievementForces pulling in or pushing apartIs our professional practice drawing spheres in or pushing them apart.
  • Not a stable partnership over timeKindies may love parents in the classroom, but this is rare in adolescenceBut Yr 9s face different problems. Do I stay at school or leave?What’s this subject got to do with the real world? As leaders we need to adapt to suite these changes
  • Research into theory and good practice, resourcing, in-service training evaluation and continuous improvement.Its easy to get some parents, in fact it may be hard to get rid of them sometimes… But we need to plan to reach the harder parents, the one’s who’s children need it the most?
  • Volunteering to help refugee familiesHelp a whole class on a project
  • Text book for pre-service trainingHandbook for action. – forms, workshop agendas, models…
  • Epstein&apos;s researchKeen to see where these trends end up by Yr 12Behaviour increases, especially in adolescenceMany High School teachers 1st time is behavioural…
  • We know this…Lucky school where kids achieve because their parents would not stand for anything less.And when they don’t, it’s a rare teacher that says its was my teaching that failed them.Its the child,, problems at home, or you think anyone can succeed in this neighbour hood!But is that it?Are we to assume that the child&apos;s postcode has pre-determined their future?Or are there ways we can draw together what little assets families and communities have in a partnership for student success. It can and has been done!
  • Even low SES communities want their children to succeed, but often don’t know how.Compliments teacher leadership, distributed or transformational…
  • Around the time of adolescence we see several interesting phenomena that impact upon the partnership.Parents self efficacy to help with academic subjects declines sharplyPerceived invitations from the teenager declinesAnd the students gets bored with school On the flip side we see a marked increase in behaviour problems and drop outs. Can we enhance our collaborative leadership with parents to address these problems?
  • Academy 1700 students in 9 US schoolsGold Standard – Random control trial. Parents help demonstrate relevance of academic subjects to their careers and industryGuest Speakers,Industry VisitsSkills DemonstrationsStructured Workplace LearningParents help all kids, not just their own.
  • Just the last minute of the video…
  • AccordResonates
  • ThanksIts been fun.
  • Parent Engagement VC Ian Palmer

    1. 1. Parental Engagement<br />Ian Palmer<br />7th Sept 2011<br />ian@schoolsindustry.com.au<br />
    2. 2. Epstein: Theory of Overlapping Spheres of Influence<br />Community<br />Schools<br />Family<br />
    3. 3. Epstein: Theory of Overlapping Spheres of Influence<br />Experience,Philosophy,<br />Practices of School<br />Experience,Philosophy,<br />Practices of Family<br />Schools<br />Family<br />Experience,Philosophy,<br />Practices of Community<br />Community<br />
    4. 4. Epstein: Theory of Overlapping Spheres of Influence<br />Schools<br />Family<br />Community<br />Force A Time/Age/Grade Level<br />
    5. 5. Epstein’s Research<br />Division or Multiplication of labour<br />Effective parent programs don’t happen by chance <br />Leadership and a new pedagogy for all parents, not just the easy ones<br />
    6. 6. Epstein’s Six Types of Engagement<br />Good parenting, <br />Family-school two way communications, <br />Quality volunteering, <br />Supporting learning at home, <br />Helping the school’s decision making, <br />Collaborating with the broader community<br />
    7. 7.
    8. 8.
    9. 9. Key Points<br />Parents can make or break a school. <br />If parents value education and hold high expectations for their children, success in the classroom is augmented through leadership from the home. <br />(Dayton & Tidyman, 2010; Epstein, 2010; Epstein & Dauber, 1991; Henderson & Mapp, 2002; Price, 2008; Schneider, Keesler, & Morlock, 2010). <br />
    10. 10. Teacher-Parent Collaborative Leadership<br /><ul><li>External factors: Low SES, CALD, time poor parents (Epstein 2010; Hattie 2009)
    11. 11. Joint leadership for student success targeting ALL parents
    12. 12. Complements teacher leadership models… (Bezzina, 2007; Cranston, 200; Hallinger, 2007; Harris, 2003) </li></li></ul><li>Career Transition<br /><ul><li>Needs of adolescents change as they lose interest in school (Kemple and Snipes (2000) .
    13. 13. 79% of parents feel they don’t know enough to help (Perkins & Peterson, 2005).
    14. 14. Declines in parents self-efficacy, perceived invitations from the child and student interest
    15. 15. Increases in students disengagement and dropping out.</li></li></ul><li>Career Academy<br /><ul><li>Parents key to success
    16. 16. Guest speakers
    17. 17. Structured Workplace Learning
    18. 18. Industry Visits
    19. 19. Skill demonstrations
    20. 20. Linking academic subjects to real occupations and industries
    21. 21. 33% less drop outs under Career Academy model – RCT (Kemple and Snipes (2000) </li></li></ul><li>
    22. 22. Discussion Point 1<br />With regard to the notion of Parent-Teacher collaborative leadership: <br />What aspects strike accord or resonates with you? <br />
    23. 23. Discussion Point 2<br />In the spirit of Hattie’s research… <br />What do you feel works best with parents?<br />Process <br />1 minute individual brain dump on post-its <br />2 minute small group discussion<br />3 minute class discussion<br />
    24. 24. Discussion Point 3 <br />How might a school go about developing a program for student success in partnerships with parents?<br />
    25. 25. “If you always do, what you have always done, you will always get, what you have always got’. <br />Anthony Robins<br />
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