Parent Engagement Ny Style M. Howlett & J. Maloney


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  • Parent Engagement Ny Style M. Howlett & J. Maloney

    1. 1. Parent Engagement ‘ New York Style’ Challenging Perceptions Manchester 11th September 2008 Martin Howlett & Julie Maloney
    2. 2. What can schools do to ensure they fully support the strategic direction of other public services? Task
    3. 4. <ul><li>Perceptions: </li></ul><ul><li>Lack of support for parents </li></ul><ul><li>Top down model for direction </li></ul><ul><li>No clarity on external influences </li></ul><ul><li>Reality: </li></ul><ul><li>Some families lack basic social skills </li></ul><ul><li>School is different </li></ul><ul><li>Powerful nature of team work </li></ul><ul><li>Empathy </li></ul><ul><li>Ability to support </li></ul>Partnership or Dictatorship?
    4. 5. 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.
    5. 6. <ul><li>Within Authority: </li></ul><ul><li>Transparency </li></ul><ul><li>Clear channels of communication </li></ul><ul><li>Supporting ECM agenda </li></ul><ul><li>Clear commitment to parents </li></ul><ul><li>Empowering constructive engagement </li></ul><ul><li>Standards of achievement </li></ul><ul><li>Within Locality: </li></ul><ul><li>Transparency </li></ul><ul><li>Clear channels of communication </li></ul><ul><li>Supporting ECM agenda </li></ul><ul><li>Clear commitment to parents </li></ul><ul><li>Empowering constructive engagement </li></ul><ul><li>Directed support through ext. services </li></ul><ul><li>Responsive to local diversity/needs </li></ul>Parent Engagement – Cheshire Model
    6. 7. 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
    7. 8. Strategic Communication Levels For Parent Advisory Councils Chancellor Chancellors Parent Advisory Council Region Presidents Advisory Council (x10) PTA PA PA PTA PTA
    8. 9. <ul><li>Create a shift to empower parents by creating the capacity within the system to support parents in the process of engagement </li></ul><ul><li>Through the cascade methodology, train parents to be professionally involved in schools </li></ul><ul><li>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 </li></ul><ul><li>PCs operate ‘parent friendly’ rooms/spaces </li></ul><ul><li>PCs report directly to the Principal with good Principals empowering the PC to provide intervention strategies to support parental issues with school </li></ul><ul><li>Principle of PCs is that support services must be local </li></ul><ul><li>PCs have been instrumental in supporting abuse cases and report directly to Child Abuse representative in such cases </li></ul>Parent Coordinators – General Observations
    9. 10. <ul><li>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 </li></ul><ul><li>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 </li></ul>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
    10. 11. <ul><li>Gives strong link with other public services </li></ul><ul><li>Diffuses situations and confrontations with leadership </li></ul><ul><li>Maintains good relationship with school and parents </li></ul><ul><li>Makes school ‘more contactable’ </li></ul><ul><li>Improves communications </li></ul><ul><li>Ensures parents/carers have support to make the difference </li></ul><ul><li>Gives students a ‘go between’ for school and home </li></ul><ul><li>Allows monitoring of home situations </li></ul><ul><li>Improves effectiveness of internal communications for issues facing individual students </li></ul><ul><li>Provides immediate response to home issues </li></ul><ul><li>Makes parents feel welcome into the school </li></ul>STRENGTH
    11. 12. <ul><li>Careful introduction required for teaching staff </li></ul><ul><li>Must find the right person </li></ul><ul><li>Positioning of room vital </li></ul><ul><li>Training required for individual appointee </li></ul><ul><li>Job progression for appointee </li></ul>WEAKNESSES
    12. 13. <ul><li>Ensuring partnership delivery for ECM agenda </li></ul><ul><li>NYC Dept. of Education willing to support in implementation by providing appointment support, training, ‘on the job experience’, ongoing for coordinator, school and LA </li></ul><ul><li>Transform relationships between school and parents </li></ul><ul><li>Establish school as centre of the community </li></ul>OPPORTUNITIES
    13. 14. <ul><li>Support mechanisms within services and LA </li></ul><ul><li>Single status </li></ul><ul><li>Gaining ownership from teaching staff </li></ul><ul><li>Space </li></ul><ul><li>Poor appointment of staff </li></ul>THREATS
    14. 15. <ul><li>Within Authority: </li></ul><ul><li>Transparency </li></ul><ul><li>Clear channels of communication </li></ul><ul><li>Supporting ECM agenda </li></ul><ul><li>Clear commitment to parents </li></ul><ul><li>Empowering constructive engagement </li></ul><ul><li>Standards of achievement </li></ul><ul><li>Within Locality: </li></ul><ul><li>Transparency </li></ul><ul><li>Clear channels of communication </li></ul><ul><li>Supporting ECM agenda </li></ul><ul><li>Clear commitment to parents </li></ul><ul><li>Empowering constructive engagement </li></ul><ul><li>Directed support through ext. services </li></ul><ul><li>Responsive to local diversity/needs </li></ul>Parent Engagement – Cheshire Model
    15. 16. 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
    16. 17. <ul><li>Responsibility to Headteacher </li></ul><ul><li>First point of contact with parents/carers (via mobile phone) 24/7 </li></ul><ul><li>Request for information </li></ul><ul><li>Effective rapid response for home/school communication </li></ul><ul><li>Parental/Community support </li></ul><ul><li>Maintaining a ‘parent friendly’ environment </li></ul><ul><li>Breaking down ‘eduspeak’ </li></ul><ul><li>Provides filtering for appropriate response </li></ul><ul><li>Facilitating ‘wrap around support’ following initial contact for ECM referral </li></ul><ul><li>Contribute to the dynamic responsiveness of services for families and children </li></ul><ul><li>Providing transparency and understanding of the systems within which parents have to operate </li></ul>Parent Coordinator Core Roles & Responsibilities
    17. 18. <ul><li>Employment of correct person with correct experience </li></ul><ul><li>Training delivery within authority context </li></ul><ul><li>Through Locality Managers, raise awareness/importance of role with other service providers </li></ul><ul><li>Use/develop expertise offered with partnership (NYCED) </li></ul><ul><li>Schools addressing policy/structures to ensure effective introduction of role </li></ul><ul><li>Utilise channels of communication to raise awareness of role throughout parental body of schools </li></ul><ul><li>Provide quality external review of role </li></ul>Key Elements to Success
    18. 19. Twelve Months on… <ul><li>External evaluation very positive </li></ul><ul><li>Many interventions as a result </li></ul><ul><li>9 cp issues discovered </li></ul><ul><li>Inclusion enhanced </li></ul><ul><li>Reduced pastoral load </li></ul><ul><li>Communications improved </li></ul><ul><li>One hot phone!! </li></ul>
    19. 20. <ul><li>24/7 Availability (parent friendly) improving communication </li></ul><ul><li>Families supported , feel listened to </li></ul><ul><li>Individuals attendance improved </li></ul><ul><li>Individuals attainment improved </li></ul><ul><li>Parenting skills improved </li></ul><ul><li>relationships between parent and child improved </li></ul><ul><li>Parental involvement in school increased </li></ul>
    20. 21. <ul><li>Individuals needs identified and dealt with appropriately </li></ul><ul><li>Increase in opportunities for families to become involved within the school </li></ul><ul><li>Improved transition from primary school to High School </li></ul><ul><li>Issues resolved swiftly </li></ul><ul><li>Swift referrals to other organisations </li></ul><ul><li>Increase in knowledge of local community for families and school </li></ul>
    21. 22. TASKS <ul><li>TASK 1 </li></ul><ul><li>List 3 key needs your </li></ul><ul><li>service would want </li></ul><ul><li>a high school family coordinator to carry out in relation to sexual health </li></ul><ul><li>TASK 2 </li></ul><ul><li>List 3 key needs </li></ul><ul><li>a parent would want from their high school family coordinator in relation to sexual health </li></ul>
    22. 24. Community Engagement <ul><li>Short, medium & long term strategy </li></ul><ul><li>Listening, translating key issues </li></ul><ul><li>Indirect multiagency approach </li></ul><ul><li>Change of direction from schools </li></ul><ul><li>‘ true’ joined up thinking & working </li></ul><ul><li>Understanding of demographic factors of individual communities </li></ul><ul><li>Proactive education strategies led by extended services from birth </li></ul>