This document discusses Joyce Epstein's model for school, family, and community partnerships. It outlines Epstein's six types of involvement: parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. For each type, it provides examples of sample practices and challenges schools may face in implementing them. It concludes by recommending schools complete an inventory of current partnership practices, outline a 3-year vision for improvement, and create a detailed 1-year implementation plan, evaluating the program annually.
Trending Topic: It's All About Family Engagementreneelajackson
The trinity of family and community engagement is relational trust, promising practices, and compliance. It's time to rethink family and community engagement - moving from management and presentation of information to relationships and capacity building, as well as, helping families, communities, staff, and students learn together.
Family engagement is an effective strategy to increase student achievement and improve schools. However, many schools struggle with how to engage all families in meaningful ways. The National PTA Standards for Family-School Partnerships provide a framework for structuring and assessing family engagement. This session will explore how to use the National Standards strategies centered around arts education programs and activities to fully engage all families in their children’s education.
A presentation for our staff about appropriately reaching ALL of our parents/guardians in our diverse population. All materials were provided by Teaching Tolerance; a project of the Southern Poverty Law Center
Trending Topic: It's All About Family Engagementreneelajackson
The trinity of family and community engagement is relational trust, promising practices, and compliance. It's time to rethink family and community engagement - moving from management and presentation of information to relationships and capacity building, as well as, helping families, communities, staff, and students learn together.
Family engagement is an effective strategy to increase student achievement and improve schools. However, many schools struggle with how to engage all families in meaningful ways. The National PTA Standards for Family-School Partnerships provide a framework for structuring and assessing family engagement. This session will explore how to use the National Standards strategies centered around arts education programs and activities to fully engage all families in their children’s education.
A presentation for our staff about appropriately reaching ALL of our parents/guardians in our diverse population. All materials were provided by Teaching Tolerance; a project of the Southern Poverty Law Center
The implementation of the Scottish Schools (Parental Involvement) Act 2006 has highlighted the role that parents play in ensuring that their children are successful learners who grow into confident adults able to take up their roles as citizens and contribute effectively to society. Schools and parents need to work in partnership in order to achieve these ambitious aims.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/parentsaspartnersinexcellence.asp
Parent Engagement in First Nation Schools: An EthnographyFaymus Copperpot
This presentation is based on my research completed via the Masters of Education program. I have combined research with my own experiences as an Ojibway child, mother and finally my experiences as a teacher.
A toolkit for principals, teachers and parents about doing what matters most.
Everything you need is in this toolkit: clear and easy instructions; separate handouts for principals, teachers and parents; and the research evidence you need to convince everyone this is worthwhile!
Increasing Parent and Teacher Involvement: Employing Research Discoveries to ...Bilinguistics
Involving caregivers and teachers in the therapeutic process is a major component of successful therapy. However, social, familial, personal, and environmental factors can make caregiver and teacher involvement difficult.
In this course we identify the benefits of family involvement and will then provide five research-based strategies for how to improve our interactions with families and teachers. We refer to the strategies as SMILE (Sign, Model, Imitate, Label, and Expand). These strategies have been found to improve communication skills in young children. We will define the SMILE strategies, provide the rationale behind them, and demonstrate how to implement the strategies when serving an early-childhood population.
A quick look at my proposal to increase parent involvement at Saul Martinez Elementary School and the overall need for parent involvement for student success.
The following is a researched carried out on Parental Involvement in Education. A study on Dr. Joyce Epstein's framework on the indicated steps teachers or instructors should follow in order to acquire the involvement of parental figures in the educational process of a child.
This presentation explores ideas and strategies to help teachers and schools move beyond traditional practices of asking parents to participate and support school activities into forming full engaged partnerships.
The implementation of the Scottish Schools (Parental Involvement) Act 2006 has highlighted the role that parents play in ensuring that their children are successful learners who grow into confident adults able to take up their roles as citizens and contribute effectively to society. Schools and parents need to work in partnership in order to achieve these ambitious aims.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/parentsaspartnersinexcellence.asp
Parent Engagement in First Nation Schools: An EthnographyFaymus Copperpot
This presentation is based on my research completed via the Masters of Education program. I have combined research with my own experiences as an Ojibway child, mother and finally my experiences as a teacher.
A toolkit for principals, teachers and parents about doing what matters most.
Everything you need is in this toolkit: clear and easy instructions; separate handouts for principals, teachers and parents; and the research evidence you need to convince everyone this is worthwhile!
Increasing Parent and Teacher Involvement: Employing Research Discoveries to ...Bilinguistics
Involving caregivers and teachers in the therapeutic process is a major component of successful therapy. However, social, familial, personal, and environmental factors can make caregiver and teacher involvement difficult.
In this course we identify the benefits of family involvement and will then provide five research-based strategies for how to improve our interactions with families and teachers. We refer to the strategies as SMILE (Sign, Model, Imitate, Label, and Expand). These strategies have been found to improve communication skills in young children. We will define the SMILE strategies, provide the rationale behind them, and demonstrate how to implement the strategies when serving an early-childhood population.
A quick look at my proposal to increase parent involvement at Saul Martinez Elementary School and the overall need for parent involvement for student success.
The following is a researched carried out on Parental Involvement in Education. A study on Dr. Joyce Epstein's framework on the indicated steps teachers or instructors should follow in order to acquire the involvement of parental figures in the educational process of a child.
This presentation explores ideas and strategies to help teachers and schools move beyond traditional practices of asking parents to participate and support school activities into forming full engaged partnerships.
This is Alan Blankstein's text Failure is NOT an Option, Chapter 9. He wrote this chapter with Pedro Noguera. This chapter is about School Community Relations. They present a framework for engaging parents to create effective change in K-12 schools. This chapter includes many examples -- challenges and then the authors provide for solutions.
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Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
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How Operant Conditioning Works
Observational Learning
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1. 1
Maximizing Parent Involvement:Maximizing Parent Involvement:
Revisiting Joyce Epstein’s ModelRevisiting Joyce Epstein’s Model
forfor
School, Family, and CommunitySchool, Family, and Community
PartnershipsPartnerships
Directors’ ConferenceDirectors’ Conference
March 9-10, 2011March 9-10, 2011
Morgantown, WVMorgantown, WV
Jane A. MassiJane A. Massi
WVDE Title I ConsultantWVDE Title I Consultant
2. 2
What the Research SaysWhat the Research Says
•Just about all families care about their
children, want them to succeed, and are
eager to obtain better information from
schools and communities so as to remain
good partners in their children’s education.
•Just about all teachers and administrators
would like to involve families, but many do not
know how to go about building positive and
productive programs and are consequently
fearful about trying.
3. 3
What the Research SaysWhat the Research Says
•Partnerships tend to decline across the grades…
•Affluent communities currently have more positive
family involvement…
•Schools in more economically depressed
communities make more contacts with families about
the problems and difficulties their children are
having…
•Single parents who are employed outside the home,
parents who live far from the school, and fathers are
less involved…
UNLESS schools and teachers implement
appropriate practices to build positive partnerships
5. 5
Epstein’s Six Types of Involvement
1. Parenting
2. Communicating
3. Volunteering
4. Learning at Home
5. Decision Making
6. Collaborating with the Community
6. 6
Epstein’s Six Types of Involvement
1. Parenting – Basic Responsibilities of
Families
Help all families establish home environments
to support children as students.
Sample practices
•Suggestions for home conditions that support learning at each
grade level.
•Workshops, videotapes, computerized telephone messages on
parenting and child rearing at teach age and grade level.
•Parent education and other courses or training for parents
•Family support programs to assist families with health, nutrition,
and other services.
•Home visits at transition points to pre-school, elementary,
middle, and high school. Neighborhood meetings to help families
understand schools and to help schools understand families.
7. 7
Epstein’s Six Types of Involvement
1. Parenting – Basic Responsibilities of
Families
Help all families establish home environments
to support children as students.
Challenges
•Provide information to all families who want it or who need it, not
just to the few who can attend workshops or meetings.
•Enable families to share information with schools about culture,
background, children’s talents and needs.
•Make sure that all information for and from families is clear,
usable, and linked to children’s success in school
8. 8
Epstein’s Six Types of Involvement
2. Communicating
Design effective forms of school-to-home
communications about school programs and
children’s progress.
Sample Practices
•Conferences with every parent at least once a year.
•Language translators to assist families as needed.
•Weekly or monthly folders of student work sent home for review
and comments.
•Parent/student pickup of report card, with conferences on
improving grades.
•Clear information on choosing schools or courses, programs,
and activities within schools.
•Clear information on all school policies, programs and reforms.
9. 9
Epstein’s Six Types of Involvement
2. Communicating
Design effective forms of school-to-home
communications about school programs and
children’s progress.
Challenges
•Review the readability, clarity, form and frequency of all memos,
notices and other print and non-print communications.
•Consider parents who do not speak English well, do not read
well, or need large type.
•Review the quality of major communications (newsletters, report
cards, conference schedules)
•Establish clear two-way channels for communications from
home to school and from school to home.
10. 10
Epstein’s Six Types of Involvement
3. Volunteering
Recruit and organize parent help and support.
Sample Practices
•School and classroom volunteer programs to help teachers,
administrators, students and other parents.
•Parent room or family center for volunteer work, meetings,
resources for families.
•Annual postcard survey to identify all available talents, times and
locations of volunteers.
•Class parent, telephone tree, or other structures to provide all
families with needed information.
•Parent patrols or other activities to aid safety and operation of
school programs.
11. 11
Epstein’s Six Types of Involvement
3. Volunteering
Recruit and organize parent help and support.
Challenges
•Recruit volunteers widely so that all families know that their time
and talents are welcome.
•Make flexible schedules for volunteers, assemblies, and events
to enable parents who work to participate.
•Organize volunteer work: provide training; match time and talent
with school, teacher, and student needs; and recognize efforts so
that participants are productive.
12. 12
Epstein’s Six Types of Involvement
4. Learning at Home Provide
information and ideas to families about how to
help students at home with homework and other
curriculum-related activities, decisions, and
planning.
Sample Practices
•Information for families on skills required for students in all subjects at
each grade.
•Information on homework policies and how to monitor and discuss
schoolwork at home.
•Information on how to assist students to improve skills on various class
and school assignments.
•Regular schedule of homework that requires students to discuss and
interact with families on what they are learning in class.
•Calendars with activities for parents and students at home.
13. 13
Epstein’s Six Types of Involvement
4. Learning at Home Provide
information and ideas to families about how to
help students at home with homework and other
curriculum-related activities, decisions, and
planning.
Challenges
•Design and organize a regular schedule of interactive homework that
give students responsibility for discussing important things they are
learning.
•Coordinate family linked homework activities, if students have several
teachers.
•Involve families and their children in all-important curriculum-related
decisions.
14. 14
Epstein’s Six Types of Involvement
5. Decision Making
Include parents in school decisions, developing
parent leaders and representatives.
Sample Practices
•Active PTA/PTO or other parent organizations, advisory councils or
committees.
•Independent advocacy groups to lobby and work for school reform and
improvements.
•District-level councils and committees for family and community
involvement.
•Information on school or local elections for school representatives.
•Networks to link all families with parent representatives.
15. 15
Epstein’s Six Types of Involvement
5. Decision Making
Include parents in school decisions, developing
parent leaders and representatives.
Challenges
•Include parent leaders from all racial, ethnic, socioeconomic and other
groups in the school.
•Offer trainings to enable leaders to serve as representatives of other
families, with input from and return of information to all parents.
•Include students (along with parents) in decision-making groups.
16. 16
Epstein’s Six Types of Involvement
6. Collaborating with Community Identify
and integrate resources and services from the
community to strengthen school programs, family
practices, and student learning and development.
Sample Practices
•Information for students and families on community health, cultural, and
recreational, social support and other programs or services.
•Information on community activities that link to learning skills and talents,
including summer programs for students.
•Service integration through partnerships involving school, civic,
counseling, cultural, health, recreation, and other agencies and
organizations and businesses.
•Service to the community by students, families, and schools.
•Participation of alumni in school programs for students.
17. 17
Epstein’s Six Types of Involvement
6. Collaborating with Community Identify
and integrate resources and services from the
community to strengthen school programs, family
practices, and student learning and development.
Challenges
•Solve turf problems of responsibilities, funds, staff, and locations for
collaborative activities.
•Inform families of community programs for students such as mentoring,
tutoring, business partnerships.
•Assure equity of opportunities for students and families to participate in
community programs or to obtain services.
•Match community contributions with school goals, integrate child and
family services with education.
18. 18
Starting PointsStarting Points
•Complete an inventory of present practices of
school-family-community partnerships
•Outline a vision of how practices of
partnership will develop an improve over three
years
•Prepare a detailed one-year plan
•Evaluate school, family and community
partnerships program each year in order to
improve practices
21. Suggested ResourcesSuggested Resources
Joyce Epstein materialsJoyce Epstein materials
Ruby Payne materialsRuby Payne materials
National PTA websiteNational PTA website
Parent Institute websiteParent Institute website
ED Parent Involvement GuidanceED Parent Involvement Guidance
21
22. 22
Epstein, Joyce, Lucretia Coates, Karen Clark
Salinas, Mavis G. Sanders and Beth S. Simon.
1997.
School, Family, and Community Partnerships:
Your Handbook for Action.
Thousand Oaks, California: Corwin
Press, Inc.
ISBN: 0-8039-6571-0
Approximately $45.00 paperback with CD
23. Jane A. MassiJane A. Massi
WVDE Title I ConsultantWVDE Title I Consultant
jane.massi1@gmail.comjane.massi1@gmail.com
23
Editor's Notes
Each of these will be discussed in the ensuing slides: definitions; sample practices; how each affects students, teachers, parents; challenges