Is this an appropriate policy agenda setting and collaboration process? What about we discuss, we collaborate, we action?
Healthy but practically there are wide unfortunate variations which means parents and children aren’t getting the best from parents as partners (is there an excuse?) but we know what elements of good practice look like with principles that underpinning innovative localised practice across Scotland. So we are not advocating more prescriptive frameworks and guidelines. We’re saying finding a way of fostering the sharing of local innovative practice amongst colleagues, parents and community groups, and a clearer defined route to share this on a larger scale which relies on a systemic change of our definition of the policy maker and the opportunities we afford parents, communities and the profession to engaged in the agreed principles that underpin policy development and implementation.
North Lanarkshire Council Parent Conference - March 2013 (Paul Campbell) - copy
Paul Campbell – Clarkston PrimarySchoolNorth Lanarkshire Parent ConferenceMarch 2013
But I don’t claim to have a panacea, to know everything Provocative and about effective challenging parental partnership ideas/questions?in learning or to haveall the answers to the I can promise that. questions I am raising.- Japanese Proverb
• Commitment to the area of working with families.• Recognition and understanding of wider policy area and implications on practice.• Focus for practice, professional learning and development and under continual review.• Engagement with the wider education debate.• Share, discuss, challenge ideas, engage with a wider demographic of partners in education.• Share what we see as important and key next steps for progression and improvement.
• Curriculum for Excellence (CfE) – Building the Curriculum• Getting It Right For Every Child (GIRFEC)• Advancing Professionalism in Teaching – McCormac• Teaching Scotland’s Future – Donaldson• Commission on School Reform• Quality and Improvement in Scottish Education Report• Curriculum for Excellence Impact Reports
WHAT? WHO? HOW?• The Journey from Good to Great to Excellent• Involvement, expectations and rights of the relevant partners in the education and learning of our children and young people
• Time• Family circumstances• Geography• Lack of confidence• Unfamiliarity With barriers come ideas and approaches that can overcome them. But it takes time, as well as active and sustained dialogue between relevant stakeholders with a practical focus on improving experiences, achievements and outcomes of all learners.
• System wide variation: Healthy but practically there are wide unfortunate variations. How do we embedis lakey elements –tic a te dthe key ‘So c ie ty the c king s o p his agree elements? y s to a rtic ula te ne w id e a s a bo ut wa s y s te m s a nd the wa y s the y re la te• Agreed broad national framework to allow for local interpretation: a nd inte rlo c k. ’ Positive and necessary but can be a potential challenge. - Recipes for Systemic Change• Sharing local innovation.• Redefining the policy-maker.
• W is parental involvement? hatConsider the following reflective questions in groups of 2-4.1.What do you consider to be effective parental involvement and in what way does it happen in your establishment/ associated educational setting/ sector?2.How are you supporting/ encouraging effective and meaningful involvement of parents in their child’s learning?
Effective partnership and involvement has to start with communication.Communication is key to having effective and meaningful partnership with parents.It takes a tailored, relevant approach agreed by all involved.This can be done in a variety of ways:-• Face-to-face appointments• Chats at the gate• Letters/notes• Phone calls• Class blogs• Twitter/ Facebook/ GLOW page and updates• Drop in sessions• Open mornings/afternoonsConsiderations (not exhaustive):communication preferences, time commitments and constraints, personal and social circumstances, required tools/ input, expectations
• Establishing effective practice at local levels with mechanisms to collaborate a share between professionals, parents and community partners, devised, developed and sustained locally.• Broader range of communication tools and mechanisms advocated and in place; harnessing the full potential of technology and social media.• Greater involvement of the ‘everyday, busy’ parent and teacher (children’s learning, school life, policy development and decision making)• Move beyond the ‘call for evidence’, ‘opportunities to respond’, ‘representatives from all parties’ to a model of localised community partnership working/implementation (and interpretation)/review groups (e.g. curriculum, qualifications, assessment, reporting, partnership mechanisms) …with regular meaningful opportunities for feeding back to national groups/bodies.
• We know it’s right.• Our children deserve the best; better than we are doing.• The school as the community hub.• Reconceptualising the learning process – there is still work to do. Not just at policy level, but practically and meaningfully.• Valuing what our children and young people value.
• Curriculum News / Newsletters and updates• Homework Log – tips/hints and two way communication• Letters communicated to and from parents• Being available to talk to parents outside at the end of the day• Appointments to talk to individual parents• Open door system for all• Open days• Meet the Teacher• Display of Work• Parent helpers• Class Blogs• Shared Learning Journals• Personal Learning Plans• Peer-initiated and led professional learning networks• Openness to new ideas and approaches• Engagement in the wider policy debate• Commitment to career long professional learning and development• Commitment to engaging with parents, families and community partners to ensure the best experiences and achievements possible
• Complete the table by identifying all the parental involvement opportunities that are offered by your school or establishment.• On a scale of 1 to 6, grade their success in terms of (for example) raising achievement, positive pupil attitudes, behaviours and attendance, and encouraging parental participation (with 1 being the least successful and 6 the most successful).• Identify what made it successful.
There isn’t a Reflection.panacea, there aren’t Ideas. answers to all the Communication. challenging Evaluation.questions. But there Revolution.are actions to go with Transformation. visions.- Japanese Proverb