Families & Teachers Collaboration Directly associated with student's academic performance Three credible sources outline strategies for effective family-teacher collaboration: the Joining Process, the Three Cs (communication, collaboration, common understanding), and inclusion strategies. Research shows collaboration through open communication and mutual involvement between families and teachers results in 30% higher academic performance and benefits students, parents, and teachers. No single strategy works best so teachers must individualize based on family and student needs.

1. Families & Teachers
Collaboration
Directly associated with student's academic performance
Sheraine Ayodele
Kendall College
SOE 115 – Week 6

2. Overview of the Strategy
Family involvement is an integral part in a student's educational experience. A
key component to family involvement is establishing a collaborative community. A
collaborative community is established when families and teachers work together
in an exchange of ideas, resources, and experiences. There are many well
documented educational researches that prove the profound effects of
family/teacher collaboration to an increase in student’s academic success. From
some of this research came effective Families/Teacher strategies.

3. Anne Henderson and Karen Mapp conducted studies examining
452 teachers in 47 elementary schools to determine if teacher and
family collaboration had an effect on student performance. They
found that grade point averages and scores on standardized tests
was 30 percent higher than those from families with below-
median parent involvement. This was a positive and convincing
relationship between family and community involvement and
improved student academic achievement. From this study Mapp
found that success depended on a strategy she called, “The joining
Process”
Credible Source 1
There are three step to this strategy:
Welcoming
family feel they are members of a community.
Honoring
Honor participation.
Connecting
work together to focus on students learning.
The Joining Process

4. According to Mulligan, the project coordinator for the
National Institute for Urban Schools Improvement's
LeadScape program at Arizona State University, The three
Cs communication, collaboration and common is a strategy
that helps build an effective relation between Special
Education families and teachers.
“The acceptance of parents’ knowledge can be a tool for general educators as well.” - Elaine Mulligan
Credible Source 2
Communication- open-up better
communication channels
Collaboration-help families feel more involved.
Common understanding-establish
mutual respect and trust.
The Three “C”

5. Analysis
Overall, all reports and strategies I gathered are
consistent in families expectations and the need for
teachers to model effectiveness in meeting those
expectations. Even in Families/Teacher Collaboration
there is no, “one-size-fit all” strategy. Teachers need
individualize their family communication. Sometimes the
needs of the students can dictate the appropriate
strategy to use and know what will work best with the
families we serve. Teachers must be willing to embrace
difference, understand family circumstance and include
diversity.

6. In their book, “Building Parent
Engagement in Schools”, Larry
Ferlazzo and Lorie Hammond
presented the following inclusion
strategy.
● Scheduling —Planning events that includes
family’s cultural values, community values and
interest.
● Classroom opportunities - create lesson plans
that includes studen’t culture or traditions.
● Improved communication — Learning about
your students' traditions
Credible Source 3

7. Connection
Each of these strategies contains positive and convincing methods of way to collaborate with
families. The information on each strategy establishes that by using effective methods to maintain
meaningful, direct collaboration between Families/Teachers will result in academic success for students.
No matter what strategy you use everyone benefits. Dr. Joyce Epstein listed some of the result of Effective
Families/Teacher Collaboration
Results for Students
• Awareness of own progress and of actions
needed to maintain or improve grades.
• Understanding of school policies on
behavior, attendance, and other areas of
student conduct.
• Informed decisions about courses and
programs.
• Awareness of own role in partnerships,
serving as courier and communicator.
Results for Parents
•Understanding school programs and policies.
• Monitoring and awareness of child's progress.
• Responding effectively to students' problems.
• Interactions with teachers and ease of communication with
school and teachers.
Results for Teachers
•Increased diversity and use of communications
with families and awareness of own ability to
communicate clearly
• Appreciation for and use of parent network for
communications.
• Increased ability to elicit and understand family
views on children's programs and progress.

8. Conclusion
I believe that these articles prove the association between academic
improvement and Teacher/Family collaboration. By opening up lines of
communication and working together with families students will receive the
support needed to be academically successful.

9. Communication with families
Parents are an important part of their child’s educational experience.
Research shows that children learn best when parents are involved. Effective
communication between Families/Teachers involves working together to nurture,
encourage and focus on helping students achieve success. This includes
constructive communication, being involved at home, and supporting family
diversity,

10. Reference
Henderson, A. and Mapp, K. (2002). The New Wave of Evidence, Retrieved:
https://www.sedl.org/connections/resources/evidence.pdf
McLaughlin, L. (2007). Parent and Special Education, Retrieved: http://teaching.monster.com/training/articles/757-parents-
and-special-education
U.S. Department of Education. School Family Partnership stratigies to Enchance Children Academic Growth, Retrieved:
https://static1.squarespace.com/static/513f79f9e4b05ce7b70e9673/t/5307ad29e4b0ebfe8b3ed620/1393012009663/school-
family-partnership-strategies-to-enhance-childrens-social%2C-emotional%2C-and-academic-growth.pdf
Epstein. J. Epstein's Framework of Six Types of Involvement (Including: Sample Practices, Challenges, Redefinitions, and
Expected Results, Retrieved:
https://www.unicef.org/lac/Joyce_L._Epstein_s_Framework_of_Six_Types_of_Involvement(2).pdf