Parent Engagement -- NYCpublic


Published on

Published in: Education, Self Improvement
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Parent Engagement -- NYCpublic

  1. 1.’s     Parent  Engagement  Lab   a  new  vision  for  parent  power  
  2. 2.’s  projects  enable        public  school  parents  to:   !  learn  about  educa@on  policy  issues   !  connect  and  collaborate  with  other  parents   across  geographical,  economic,  social,  and   ethnic  divides     !  maximize  the  reach  of  parent-­‐led  campaigns   through  a  variety  of  online  and  offline  tools   !  build  solu@ons  and  take  ac@on!     11/21/13   2  
  3. 3. 11/21/13   3  
  4. 4. Three  Goals  of  the  Day   !  Re-­‐envision   parent   engagement  in   NYC  public   schools   11/21/13   ! Model  a  new     process  for   parent   engagement   !  Present   parents’   solu@ons  to   mayoral   candidates     4  
  5. 5. Daiyu  and  Pat  make  a  case  for  parents   collabora@ng.   11/21/13   5  
  6. 6. We  promised  that  we  would  share   the  day’s  outcomes  with  the  next   mayor.     11/21/13   6  
  7. 7. Why  a  Parent  Engagement  Lab?   ! The  Parent  Engagement  Lab  is  NYCpublic’s  version     of  the  charreWe.     ! The  charreWe,  a  structured  brainstorming  protocol     with  roots  in  architecture,    invites  full  par@cipa@on   and  collabora@on  between  diverse  stakeholders.     ! Parent  Engagement  Labs  support  parents  as  they     move  from  iden@fying  challenges  to  building   solu@ons  (together).     11/21/13   7  
  8. 8. Step  1:  Hear  from  a  variety  of  experts  about  the  current   state  of  parent  engagement  in  NYC  and  beyond.   Lisa  Donlan,  CEC  1  President   Fran  Huckaby,  Professor  of   Educa@on  at  TCU   How  has  mayoral   control  impacted   parents’  access  to   power  and  input  into   decision  making?     How  are  parents   organizing  &  engaging   across  the  country  to   improve  schools?   Kim  Sweet,  Execu@ve   Director  of  Advocates  for   Children   What  powers  do   parents  have  legally   under  mayoral   control?   11/21/13   8  
  9. 9. Step  2:  Iden@fy  the  impacts  of  the  current  parent   engagement  model.   200  post-­‐its  captured  over  200  “impacts.”   11/21/13   9  
  10. 10. Par@cipants  noted  impacts  anywhere  that   parents  interact  with  the  school  system.   ! school  level  (ex:  language  barriers  make  it  hard  to  have  in-­‐   depth  conversa@ons  about  their  child’s  progress,  or  to   par@cipate  in  the  PTA)     ! district  level  (ex:  parents  are  not  consulted  for  key  district     decisions  like  what  kinds  of  new  schools  are  needed  or  where   to  site  them)   ! system  level  (ex:  parents  are  seen  as  a  group  to  managed  and     policies  are  rolled  out  without  parents’  input)   11/21/13   10  
  11. 11. Step  3:  Brainstorm  solu@ons  that  address  current   challenges  and  suggest  a  way  forward  for  the  next   mayor.   11/21/13   11  
  12. 12. Some  of  the  ideas  that  emerged   The  mayor  could  adopt  the  following  approach  to  his  new   job:   ! not  as  simself  as  working  in  csontrol  tohem   schools  and    See  h omeone  who  must   ervice   f  the   !  Create  policies  that  come  from  a  variety  of   stakeholders,  educators,  parents,  administrators,   community  members,  and  experts  in  the  field   ! Appoint  an  educator  to  the  posi@on  of  Chancellor       11/21/13   12  
  13. 13. Step  4:  Breakout  groups  each  select  one  idea  to   flesh  out.   11/21/13   13  
  14. 14. Step  5:  Breakout  groups  present  “big  ideas”  to   mayoral  candidates  or  their  representa@ves.   11/21/13   14  
  15. 15. Even  the  former  DoE  Accountability  Chief  now  realizes   that  parents  want  to  be  seen  as  partners.     “The  idea  was  that  if  you  give  parents  beWer  results,   beWer  service  —  311  sorts  of  things  —  and  more   choice,  then  you  don’t  need  poli@cs,  they  don’t  need   par@cipa@on,  they  don’t  need  to  be  involved  because   they’ll  get  what  they  want  as  a  consumer,”  Jim  Liebman   said.  “And  I  think  that’s  true  for  some  things,  but  it   turns  out  that  public  educa@on  is  something  that   parents  really,  deeply  want  to  be  involved  in.”     Gotham  Schools,  11/20/13   11/21/13   15  
  16. 16. Step  6:  Collect  every  post-­‐it  and  document   parents’  collabora@on.   11/21/13   16  
  17. 17. Step  7:  Build  in  new  solu@ons  as  more  and   more  parents  respond  to  the  original  ideas.   11/21/13   17  
  18. 18. Talking  Transi@on   Ac@vity   1   Circulate  around  the   tables  and  read  parents’   ideas     about  how  the  next   mayor  can  beWer  engage   and  empower  parents.   11/21/13   2   Once  you  have  read   several  ideas,  please   select  a  table  with  the   topic  that  most  interests   you.   18  
  19. 19. 1   What  ques@ons  do  you  have   about  these  ideas?   Please  limit  ques,ons  to  one   per  post-­‐it.  Lay  finished   ques,ons  out  on  your  table.   2     Select  1-­‐2  of  the  ideas  that   appeal  most  to  you.  Each   par,cipant  can  use  2  dots  to   “vote”.  If  there  is  a  ,e,   resolve  through  discussion.   11/21/13   3     What  do  you  want  to  tell  the   new  mayor  about  why  you   would  like  to  see  this  or   these  policies/solu@ons   implemented?  As  a  group,   come  up  with  a  1-­‐2  min.   “pitch.”  In  crea,ng  your   pitch,  include  how  the  policy   would  posi,vely  affect  your   child,  school,  the  district,  or   the  system.   19  
  20. 20. Group  Share     11/21/13   20  
  21. 21. “…what  is  needed  to  improve  schools  is   an  ac,ve  ci,zenry,  invested  in  solving   educa,onal  problems  through  public   delibera,on.”   -­‐  Kenneth  Howe  and  David  Meens,  Democracy  LeI  Behind,  2012   11/21/13   21  
  22. 22. 11/21/13   22  
  23. 23. Step  7:  Build  in  new  solu@ons  as  more  and   more  parents  respond  to  the  original  ideas.   11/21/13   23  
  24. 24. Video  example   11/21/13   24  
  25. 25. NYCpublic  is  proud  to  have  received  grants  and   dona@ons  from:   Gale  Brewer,  ManhaWan  Borough  President  Elect   Elance   Estelle  Harris   Four  &  Twenty  Blackbirds   Renee  Rosenberg   Maizie  and  Sue  Schaffner   We  are  especially  thankful  to  Jack  and  Helen  Gorelick  for  their   recent  gir.  And  to  our  fiscal  sponsor,  Fund  for  the  City  of  New   York.      We  invite  you  to  add  your  name  to  this  list.   11/21/13   25  
  26. 26. Please  stay  in  touch.  
  27. 27. Compendium  of  ideas  generated  by   public  school  parent  par@cipants  at   the  December  2012   Parent  Engagement  Lab  (charreWe)  
  28. 28. Ins@tu@onalize/priori@ze/ privilege  parent  engagement.  
  29. 29. !  Strengthen  the  current  structure  to  meaningfully  include  parents   or  work  to  change  the  structure.   !  “Accountability”  should  include  how  well  a  school  or  the  system   invites  and  listens  to  parents’  voices.       !  Publish  a  “report  card”  for  parent  engagement  at  each  school   determined  by  authen@c  parent  surveys  and  input.   !  Create  a  citywide  leadership  team  where  all  cons@tuents   (parents,  students,  teachers,  principals,  advocates)  weigh  in  on   policy  issues.     !  Establish  regular  “town  mee@ngs”  where  the  mayor  just  listens  to   issues.  He  or  she  can  start  the  next  mee@ng  by  recoun@ng  what   he  or  she  heard  and  what  his  or  her  progress  is  on  each  issue.   !  Establish  office  hours  where  reps  or  the  mayor  hears  from   parents.   11/21/13   29  
  30. 30. !   Create  a  truly  inclusive  system  that  mandates  real  parent  and  community   input  in  decisions  at  the  school,  district,  or  city  level.   !   Provide  for  (parent  involvement)  as  a  line  in  each  school’s  budget  to  pay   for  trainers  and  technical  assistance  (same  as  DYCD  and  other  agencies   that  provide  services  through  CBOs).   !   Create  a  parent  feedback  system  that  is  not  aWached  to  the  Progress   Report.   !   Each  school  could  create  a  shared  project  with  teachers  and  parents  (this   could  be  about  any  issue  in  the  school,  like  how  to  create  less  waste  at   lunch)  with  the  goal  of  fostering  communica@on  and  collabora@on.   !   Each  cabinet  member  is  given  the  task  to  meet  with  100  parents,  each   year,  to  discuss  and  debate  policies.   !   Create  real/meaningful  volunteer  roles  for  parents  and  provide  training   support.   !   Train  school  personnel  on  the  rights  of  children  and  parents,  respect  and   friendliness.   11/21/13   30  
  31. 31. Take  steps  to  guarantee  that  parents  on   School  Leadership  Teams  (SLTs)  have  a  real   voice  in  school  level  decisions.  
  32. 32. ! I  mplement  the  enforcement  of  legislated  avenues  for   parent  input.   ! Ensure  real  well-­‐func@oning  SLTs.     !  Give  SLTs  members  comprehensive  training  so  they   understand  the  poten@al  of  their  role  and  can  make   meaningful  contribu@ons.   ! Principals  should  not  chair  SLTs.     !  Add  evalua@on  of  power  sharing  on  SLT  to  the  Quality   Review.   ! Comprehensive  Educa@on  Plans  (CEPs)  should  be     streamlined  and  re-­‐evaluated,  and  should  play  a  role  in   school/principal  evalua@ons.   11/21/13   32  
  33. 33. Take  a  close  look  at  PTAs  across  the  city  and   find  ways  to  strengthen  them  all.  
  34. 34. !   Help  PTAs  get  a  sense  of  how  well  they  are  func@oning  in  rela@on  to  other   PTAs.     !   Offer  those  that  are  struggling  or  whoever  wants  it  opportuni@es  for   support.     !   Ins@tute  Peer-­‐to-­‐Peer  exchange  between  PTAs  where  they  share:     !    Agendas     !    Outreach     !        Fundraisers   !        NewsleWers   !    How  to  run  mee@ngs   !   New  PTA  presidents  are  mentored  by  seasoned  PTA  presidents:     !  Check  to  see  that  PTA  Presidents  Councils  are  func@oning.     !  Presidents  Councils  should  let  parents  know  their  rights.   !  Empower  PTAs  to  func@on  as  key  partners  in  school  community.   11/21/13   34  
  35. 35. Re-­‐examine  the  role  of  Parent   Coordinator.  
  36. 36. ! Parent  coordinators  should  not  report  to    the     principal  (conflict  of  interest).   ! The  parent  coordinator’s  focus  should  be  on     uni@ng  and  suppor@ng  parents.   11/21/13   36  
  37. 37. Restructure  so  that  elected  bodies  (Community   Educa@on  Councils  and  the  Panel  on  Educa@onal   Policy)  act  as  checks  and  balances  for  the  Mayor/ Chancellor.    
  38. 38. !   Give  Community  Educa@on  Councils  (CECs)  authen@c  authority  to   ! ! ! ! ! ! ! ! ! impact  decision  making.       Give  CECs  approval  over  co-­‐loca@ons  and  opening/closing/ trunca@ng  schools.       Elect  CEC  reps  directly  by  all  parents  using  cumula@ve  vo@ng.     Empower  CECs  to  roll  call  vote  on  Panel  for  Educa@onal  Policy  (PEP)   policies.     Allow  CECs  to  create  job  descrip@ons  and  supervise,  inform,  train   and  evaluate  parent  coordinators  with  input  from  PTAs.     Re-­‐make  the  PEP  so  that  parent  representa@ves  are  the  majority   and  all  members  serve  fixed  terms.       Put  parents  on  the  PEP  -­‐-­‐  should  be  like  the  School  Leadership  Team   (SLT),  where  #Educators=  #Parents       Change  supervision  of  Presidents  Council  to  include  PTA  execu@ve   board.     Give  PEP  appointees  independence  to  not  rubber  stamp.     Give  up  mayoral  majority  on  the  PEP.     11/21/13   38  
  39. 39. Return  power  to  superintendents.  
  40. 40. !  Let  superintendents  back  in  schools,   supervising  principals.     !  Superintendent  reports  to  the  Community   Educa@on  Council  (CEC).   !  Make  the  community  superintendents  the   place  where  the  buck  stops  for  policy,  budget,   and  complaints.   !  Air  complaints  in  public  monthly  mee@ngs.   11/21/13   40  
  41. 41. Mayoral  control  -­‐-­‐  consider  giving   it  up.  
  42. 42. !  Allow  parents  to  create  a  survey  to   assess  mayoral  control   !  Give  power  back  to  stakeholders  and   support  the  sunset  of  mayoral  control   !  Run  schools  with  an  elected  school  board   just  as  the  districts  in  NY  state  do   11/21/13   42  
  43. 43. Define  a  new  role  for  City  Council   and  other  elected  officials.  
  44. 44. ! Give  more  elected  power  for  checks  and     balances  (City  Council)   ! Use  local  elected  officials  community-­‐based     exper@se  and  invite  them  to  influence  policies   11/21/13   44  
  45. 45. Create  ways  for  parents  to  get  answers   and  follow  up.  
  46. 46. !  Create  ombudspeople  who  can  listen  to  complaints  and   direct  parents  to  actual  solu@ons.  They  should  follow  up   (carry  a  caseload)  too.   !  Make  ads  and  post  them  everywhere  in  various  languages   to  no@fy  parents  of  a  hotline  site  where  parents  can  go  with   their  problems.   !  Contact  info  should  be  posted  clearly  in  each  school  office.   !  Set  up  an  anonymous  hotline  where  parents  can  ask  or  tell   their  problems  without  fear  of  retribu@on.   !  Require  schools  to  post:  name,  address,  phone  #  of   troubleshoo@ng  offices  in  mul@ple  languages.   !  Create  a  “road  map”  for  where  parents  can  go  with  their   concerns.   11/21/13   46  
  47. 47. Create  more  independent,  parent-­‐ led  support.  
  48. 48. ! Have  Title  I  parent  involvement  money  go  to     organiza@ons  controlled  by  parents,  not  the   Department  of  Educa@on.   ! Contract  with  mul@ple  outside  organiza@ons     with  parent-­‐advocacy  exper@se.   11/21/13   48  
  49. 49. Use  charreWes,  or  convenings  like  them,   to  solicit  real  input.  
  50. 50. !   Mandate  cross-­‐district  communica@ons  and  mee@ngs,  for  Community   ! ! Educa@on  Councils,  School  Leadership  Teams,  PTA.     Solicit  input  from  parents  in  a  real  way  and  use  this  to  make  policy.     Create  a  system  of  roundtables  to  invite  input  and  allow  that  input  to   influence  policy.   !   Use  networks  to  connect  parents  –  create  facilitated  discussions.   !   Ins@tute  Chancellor  mee@ngs  with  parents  in  every  district,  with   ! ! ! translators,  and  report  back  to  parents  on  result  of  concerns  –  may  break   into  small  groups  with  deputy  chancellors  and  report  back  to  group.     Invest  resources  in  winning  the  par@cipa@on  of  many,  many  stakeholders.     Have  frequent  events,  maybe  monthly  even,  that  involve  parents  within  a   district,  within  a  community,  to  have  their  voices  heard  on  the  issues  that   concern  them.       Use  highly  inclusive,  par@cipatory  models  like  the  charreWe  to  rethink   school  placements,  closures,  and  new  school  development.     !   Treat  new  school  placement  and  development  as  something  whose   success  depends  on  early/deep  Community  Educa@on  Council/community   input  in  the  design  phase.   11/21/13   50  
  51. 51. Opening  doors  at  the  top  will  invite   open  doors  in  schools  too.  
  52. 52. ! I  nspire/make  principals  truly  open  their  doors   to  all  parents.     ! Give  parents  greater  access  to  their  children’s     classrooms  so  that  they  are  able  to  observe   how  their  children’s  school  is  run.   11/21/13   52  
  53. 53. Make  it  possible  for  parents  who  do  not  speak   English  as  a  first  language  to  truly  engage  with  their   schools  and  the  system.  
  54. 54. !  Have  translators/dual  language  support  so  everyone  is  heard   ! ! ! ! ! ! equally.  (Just  try  and  incorporate  us!)    Conduct  mee@ngs  in  the  first  language  of  parents  and   translate  for  English  speakers.    Create  “transla@on  squads.”  Students  get  credit  and  are   trained  to  be  interpreters  at  all  events  and  mee@ngs  (similar   to  “mouse  squads”).    Give  grants  to  Community-­‐Based  Organiza@ons  (CBOs)  for   them  to  offer  transla@on/interpreta@on  services  in  schools.    Work  with  parents  who  are  bilingual  and  offer  workshops.    Hire  staff  (teachers,  admin,  etc.)  who  speak  the  languages  of   the  community.      The  Department  of  Educa@on  (DOE)  needs  to  make  training   school  leaders  truly  inclusive  (in  terms  of  language  and   culture).   11/21/13   54  
  55. 55. Explore/create  policies  that  will  make   the  system  more  equitable.  
  56. 56. !  Put  integra@on  back  on  the  table  as  a  priority.   !  Create  schools  in  all  neighborhoods  that  parents  would  feel  proud   ! ! ! ! ! ! ! ! to  send  their  kids  to.    Ask  communi@es  about  what  school  they  might  want  to  see  in  their   neighborhood  and  then  request  proposals  that  can  meet  this  need.    Look  at  special  needs  as  a  diversity  and  treat  it  as  a  civil  rights  issue.    Provide  adequate  resources  to  children  with  disabili@es,  making   parents  sign  off  as  a  legi@mate  part  of  the  process.      Parents  evaluate  Individualized  Educa@on  Plan  (IEP)  process/ service.s    Parents  of  children  with  special  needs  receive  training  that  explains   their  rights.    Leadership/parent  development  should  include  working  across   cultural  differences.      Make  provisions  for  “Parent  duty”  (like  the  Family  Leave  Act).      Require  all  employers  in  NYC  to  provide  @me  for  parents  to   par@cipate  in  children’s  schools.  (Can  be  a  voucher  system.)   11/21/13   56  
  57. 57. Create  new  web  tools/social  media   outreach.  
  58. 58. ! Create/sponsor  web-­‐based  tools  for  parent  educa@on     and  involvement  for  each  school.   ! Create  local  wikis/blogs.     !  Create  websites  that  allow  parents  to  have  a  voice.     Department  of  Educa@on  staff  should  monitor  these   and  respond  to  ques@ons  and  concerns.   ! Fund  tools  that  allow  parents  to  connect  remotely  via     blogs,  community  forums;  share  best  prac@ces  from  all   schools.   ! Provide  innova@ve  and  concrete  ways  for  parents  to     connect  (for  example,  a  group  for  kindergarten  parents   across  the  city).   ! No@fy  and  encourage  all  parents  of  their  op@ons  for     engagement  in  decision-­‐making.   11/21/13   58