Parent Training
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Parent training aims to help parents gain knowledge and skills to improve their child's learning conditions and effectiveness. Administrators, teachers, and community members provide parent training. Evidence shows that parent involvement positively impacts student performance and is integral to achievement. Therefore, it is advantageous to train parents so their influence on children is positive rather than negative.
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Running head: PARENTAL RESPONSIBILITY 1
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Using the Journal tab, reflect and respond to the following question:
Thinking about the readings and your authentic personal experience, based on Epstein’s six types of involvement interactions, which ones have you observed?
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your journal entries.
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WEEK THREE
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
Over the past two weeks, you’ve read about the positive educational benefits of a family, community, and school partnership. Involvement from all stakeholders has been shown to help overcome learning obstacles both inside and outside the classroom (Blank, Jaobson, & Melaville, 2012; Peters, 2012). Begin Week Three by watching the two minute video
CNN: Why Parents Matter in Education (Links to an external site.), where correspondent Carl Azuz asks students about their perspective on parental involvement in education. While you’re watching this video, think about your own education, the education of your children, and the parents who are involved in the school where you are teaching. Can you relate to what these students are saying? Is this interview an accurate representation of your personal and/or professional experiences?
This week, you will read chapter five in your textbook which discusses some of the barriers of parental involvement in the areas of support, engagement, and participation. According to Hjalmarson (2011), placing parents in different tiers, and differentiating strategies related to the tiers, allows school members to be more successful in getting parents engaged. She believes that, like students, parents fall into categories depending on their individual needs. Once the categories are created, they can then be tailored with specific communication and engagement strategies for parent involvement success. Tier I, for example, is what she labels “the ideal parents.” Those who fall in this category are committed to being involved in their child’s education. They volunteer at school events, attend PTA meetings, and have open lines of communication. To what extent should parents who are involved in the Tier 1 category, take on the responsibility of getting other parents involved? What obstacles might they face if taking on this role?
Dr. Joyce Epstein, author of School, Family and Community Partnerships, designed a framework similar to the tier system to help educators create differentiated school-family-community programs. This one and a half minute video, Six Types of Parental Involvement and Practices (Links to an external site.), provides a brief summary for each type of involvement. The framework includes the following information in each category:
• A brief definition of the parents who fall into each category
• Sample activities to engage each category
• Challenges educators may face with familie ...
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Research shows that parent involvement is the number one factor in student success. The more parents are engaged in their child's education, the more their children will be engaged in the classroom. Teachers will benefit from the communication tips offered in this eBook.
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Discern what Hjalmarson (2011) means when she states, “Rather than expecting parents to adapt to us, we need to create a parent involvement system that meets parents’ diverse needs” (p. 45).
Do you recall, as a K-12 student, certain educators who provided leadership in partnership activities? Please give specific examples about those partnerships. Describe those partnerships. How did they impact your educational experience? Respond to at least two of your classmates’ posts.
INSTRUCTOR GUIDANCE
WEEK THREE
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
Over the past two weeks, you’ve read about the positive educational benefits of a family, community, and school partnership. Involvement from all stakeholders has been shown to help overcome learning obstacles both inside and outside the classroom (Blank, Jaobson, & Melaville, 2012; Peters, 2012). Begin Week Three by watching the two minute video
CNN: Why Parents Matter in Education (Links to an external site.), where correspondent Carl Azuz asks students about their perspective on parental involvement in education. While you’re watching this video, think about your own education, the education of your children, and the parents who are involved in the school where you are teaching. Can you relate to what these students are saying? Is this interview an accurate representation of your personal and/or professional experiences?
This week, you will read chapter five in your textbook which discusses some of the barriers of parental involvement in the areas of support, engagement, and participation. According to Hjalmarson (2011), placing parents in different tiers, and differentiating strategies related to the tiers, allows school members to be more successful in getting parents engaged. She believes that, like students, parents fall into categories depending on their individual needs. Once the categories are created, they can then be tailored with specific communication and engagement strategies for parent involvement success. Tier I, for example, is what she labels “the ideal parents.” Those who fall in this category are committed to being involved in their child’s education. They volunteer at school events, attend PTA meetings, and have open lines of communication. To what extent should parents who are involved in the Tier 1 category, take on the responsibility of getting other parents involved? What obstacles might they face if taking on this role?
Dr. Joyce Epstein, author of School, Family and Community Partnerships, designed a framework similar to the tier system to help educators create differentiated school-family-community programs. This one and a half minute video, Six Types of Parental Involvement and Practices (Links to an external site.), provides a brief summary for each type of involvement. The framework includes the following information in each category:
• A brief definition of the paren ...
Accommodating parental participation in managing school
International peer-reviewed academic journals call for papers, http://www.iiste.org/Journals
Exploring the Parental Involvement in Learners' Education: A Phenomenological...
Parental involvement is the foundation for family-school relationships that empower
parents, improve student academic achievement, and encourage parents to participate in their children’s education. By collaborating, relationships between the family and school are enhanced, resulting in a healthy at-home and at-school learning environments. The study's purpose was to explore based on parents' own experiences and Epstein's idea of six types of parental involvement.
Catalyst for Change: Cultivating Family Engagement
We all know that family engagement is important in a child’s success, and that teacher effectiveness is enhanced by family support. Yet the amount spent on FE is shockingly low in relation to its importance.
This report explores not only the research on FE, but also the economics of family engagement and its effect on school budgets. I welcome you to review it and join the discussion.
Running Head Journal 1Learning PartnershipAnnette Wil.docx
Running Head: Journal 1
Learning Partnership
Annette Williams
ECE 672 Personnal Management & Staff Development for Early Childhood Administrators
April 5, 2020
Dr. Guevara
- 1 -
1
1. April
date goes last [Frank
Guevara]
Journal 2
Learning Partnerships
Mentoring for professional development goes beyond just building respectful and
trustworthy relationships with adults. It is assumed that once a relationship has been built,
early childhood teachers are left to handle the dilemma of putting their effort into practice
(Stormshark et al. 2016). This may not be true since such partnerships not only help to
enhance professional development but also establish professional boundaries basing on
culture among many other factors. One reason for this partnership is the fact that however,
many teachers may be experienced, they need support to help them effectively take up the
roles they have been assigned to do. Adults are better placed to provide this support,
showcasing their special abilities, personal as well as professional guidance for the teachers.
Through established relationships, mentors can offer the support that these teachers need.
Partnerships become more comfortable with teachers and vice versa, making children
appreciate the fact that important people in their life are working together. This enhances
children’s learning due to a perfect environment characterized by a healthy teacher-parent
relationship. This partnership also helps teachers and mentors to establish expectations and
formulate strategies that can help them achieve the set objectives and expectations. Mentors
may not have trained as teachers but are in a better position in society to understand the
societal expectations of their children in academic and other facets of life. Through
partnerships, mentors and teachers brainstorm together, do consultations and come up with
effective strategies that enhance professional development.
Lastly, partnering with adults helps to achieve learner’s needs more effectively.
Mentors act as watchdogs who review the learning process and can help comb out. In case of
any challenges, mentors always come in to help and address them. They are also the first
- 2 -
1
2
1. effective strategies
this is a key difference
[Frank Guevara]
2. can help comb out.
I'm not sure what you mean
here? [Frank Guevara]
Journal 3
people to point out any mistakes that could affect the learning process and do not hesitate to
talk with teachers and find positive ways of solving emerging problems.
I have observed parent involvement in family-school partnerships. In this case,
parents are involved in the academic lives of their children by taking part in their activities.
There are four patterns in parent involvement. The first one is home-based involvement,
whereby parents initiate activities at home that can promote the child’s learning. There is also
school-based involvement where p.
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This article was formed based on the interviews that were conducted on the parents by the authors. According to the authors, homework helps the child to develop good time and management skills. The article emphasizes on the importance of parents involving themselves in helping their children with their homework. The research also brings about the century-old practice of doing homework suggesting that it is essential part of childhood. The authors state that the homework creates a situation in which a child has to complete certain tasks with minimal supervision and with little training. Children that are experts in their homework demonstrate their responsibility in managing tasks. The authors believe the homework helps prepare the children for jobs in the future. Since homework plays an important role in a child’s development, the parents are entitled with the responsibility of ensuring that the homework is done. The parents have to help their students in areas that face difficulty.
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Using the Journal tab, reflect and respond to the following question:
Thinking about the readings and your authentic personal experience, based on Epstein’s six types of involvement interactions, which ones have you observed?
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your journal entries.
INSTRUCTOR GUIDANCE
WEEK THREE
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
Over the past two weeks, you’ve read about the positive educational benefits of a family, community, and school partnership. Involvement from all stakeholders has been shown to help overcome learning obstacles both inside and outside the classroom (Blank, Jaobson, & Melaville, 2012; Peters, 2012). Begin Week Three by watching the two minute video
CNN: Why Parents Matter in Education (Links to an external site.), where correspondent Carl Azuz asks students about their perspective on parental involvement in education. While you’re watching this video, think about your own education, the education of your children, and the parents who are involved in the school where you are teaching. Can you relate to what these students are saying? Is this interview an accurate representation of your personal and/or professional experiences?
This week, you will read chapter five in your textbook which discusses some of the barriers of parental involvement in the areas of support, engagement, and participation. According to Hjalmarson (2011), placing parents in different tiers, and differentiating strategies related to the tiers, allows school members to be more successful in getting parents engaged. She believes that, like students, parents fall into categories depending on their individual needs. Once the categories are created, they can then be tailored with specific communication and engagement strategies for parent involvement success. Tier I, for example, is what she labels “the ideal parents.” Those who fall in this category are committed to being involved in their child’s education. They volunteer at school events, attend PTA meetings, and have open lines of communication. To what extent should parents who are involved in the Tier 1 category, take on the responsibility of getting other parents involved? What obstacles might they face if taking on this role?
Dr. Joyce Epstein, author of School, Family and Community Partnerships, designed a framework similar to the tier system to help educators create differentiated school-family-community programs. This one and a half minute video, Six Types of Parental Involvement and Practices (Links to an external site.), provides a brief summary for each type of involvement. The framework includes the following information in each category:
• A brief definition of the parents who fall into each category
• Sample activities to engage each category
• Challenges educators may face with familie ...
Engaged Parents, Engaged Students: Theory and Practice
Research shows that parent involvement is the number one factor in student success. The more parents are engaged in their child's education, the more their children will be engaged in the classroom. Teachers will benefit from the communication tips offered in this eBook.
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Discern what Hjalmarson (2011) means when she states, “Rather than expecting parents to adapt to us, we need to create a parent involvement system that meets parents’ diverse needs” (p. 45).
Do you recall, as a K-12 student, certain educators who provided leadership in partnership activities? Please give specific examples about those partnerships. Describe those partnerships. How did they impact your educational experience? Respond to at least two of your classmates’ posts.
INSTRUCTOR GUIDANCE
WEEK THREE
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
Over the past two weeks, you’ve read about the positive educational benefits of a family, community, and school partnership. Involvement from all stakeholders has been shown to help overcome learning obstacles both inside and outside the classroom (Blank, Jaobson, & Melaville, 2012; Peters, 2012). Begin Week Three by watching the two minute video
CNN: Why Parents Matter in Education (Links to an external site.), where correspondent Carl Azuz asks students about their perspective on parental involvement in education. While you’re watching this video, think about your own education, the education of your children, and the parents who are involved in the school where you are teaching. Can you relate to what these students are saying? Is this interview an accurate representation of your personal and/or professional experiences?
This week, you will read chapter five in your textbook which discusses some of the barriers of parental involvement in the areas of support, engagement, and participation. According to Hjalmarson (2011), placing parents in different tiers, and differentiating strategies related to the tiers, allows school members to be more successful in getting parents engaged. She believes that, like students, parents fall into categories depending on their individual needs. Once the categories are created, they can then be tailored with specific communication and engagement strategies for parent involvement success. Tier I, for example, is what she labels “the ideal parents.” Those who fall in this category are committed to being involved in their child’s education. They volunteer at school events, attend PTA meetings, and have open lines of communication. To what extent should parents who are involved in the Tier 1 category, take on the responsibility of getting other parents involved? What obstacles might they face if taking on this role?
Dr. Joyce Epstein, author of School, Family and Community Partnerships, designed a framework similar to the tier system to help educators create differentiated school-family-community programs. This one and a half minute video, Six Types of Parental Involvement and Practices (Links to an external site.), provides a brief summary for each type of involvement. The framework includes the following information in each category:
• A brief definition of the paren ...
Accommodating parental participation in managing school
International peer-reviewed academic journals call for papers, http://www.iiste.org/Journals
Exploring the Parental Involvement in Learners' Education: A Phenomenological...
Parental involvement is the foundation for family-school relationships that empower
parents, improve student academic achievement, and encourage parents to participate in their children’s education. By collaborating, relationships between the family and school are enhanced, resulting in a healthy at-home and at-school learning environments. The study's purpose was to explore based on parents' own experiences and Epstein's idea of six types of parental involvement.
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We all know that family engagement is important in a child’s success, and that teacher effectiveness is enhanced by family support. Yet the amount spent on FE is shockingly low in relation to its importance.
This report explores not only the research on FE, but also the economics of family engagement and its effect on school budgets. I welcome you to review it and join the discussion.
Running Head Journal 1Learning PartnershipAnnette Wil.docx
Running Head: Journal 1
Learning Partnership
Annette Williams
ECE 672 Personnal Management & Staff Development for Early Childhood Administrators
April 5, 2020
Dr. Guevara
- 1 -
1
1. April
date goes last [Frank
Guevara]
Journal 2
Learning Partnerships
Mentoring for professional development goes beyond just building respectful and
trustworthy relationships with adults. It is assumed that once a relationship has been built,
early childhood teachers are left to handle the dilemma of putting their effort into practice
(Stormshark et al. 2016). This may not be true since such partnerships not only help to
enhance professional development but also establish professional boundaries basing on
culture among many other factors. One reason for this partnership is the fact that however,
many teachers may be experienced, they need support to help them effectively take up the
roles they have been assigned to do. Adults are better placed to provide this support,
showcasing their special abilities, personal as well as professional guidance for the teachers.
Through established relationships, mentors can offer the support that these teachers need.
Partnerships become more comfortable with teachers and vice versa, making children
appreciate the fact that important people in their life are working together. This enhances
children’s learning due to a perfect environment characterized by a healthy teacher-parent
relationship. This partnership also helps teachers and mentors to establish expectations and
formulate strategies that can help them achieve the set objectives and expectations. Mentors
may not have trained as teachers but are in a better position in society to understand the
societal expectations of their children in academic and other facets of life. Through
partnerships, mentors and teachers brainstorm together, do consultations and come up with
effective strategies that enhance professional development.
Lastly, partnering with adults helps to achieve learner’s needs more effectively.
Mentors act as watchdogs who review the learning process and can help comb out. In case of
any challenges, mentors always come in to help and address them. They are also the first
- 2 -
1
2
1. effective strategies
this is a key difference
[Frank Guevara]
2. can help comb out.
I'm not sure what you mean
here? [Frank Guevara]
Journal 3
people to point out any mistakes that could affect the learning process and do not hesitate to
talk with teachers and find positive ways of solving emerging problems.
I have observed parent involvement in family-school partnerships. In this case,
parents are involved in the academic lives of their children by taking part in their activities.
There are four patterns in parent involvement. The first one is home-based involvement,
whereby parents initiate activities at home that can promote the child’s learning. There is also
school-based involvement where p.
AN EFFECTIVE PROFESSIONAL DEVELOPMENT SERIES IMPROVES THE QUALITY OF TEACHERC...
Just as the educational system in the United States is working to figure out the best ways to reach the developmentally diverse student population found in our public and private institutions; we should be looking how to best prepare our teachers. Over the years, the threat of trickle down curriculum has become a reality and there is increasing pressure on in-coming kindergarteners to be knowledgeable of more and more. Teachers express through honest feedback the lack of quality and/or effective professional
development opportunities available to them. There needs to be some sort of reform when the positive changes in the education system can been seen in the success of the students, which is directly affected by the quality and effectiveness in teacher instruction. A quality feedback through coaching model is the most
effective way to develop educators in order to improve teacher-child interactions that translates into high quality education.
Developing positive relationships with parents
This MS PowerPoint presentation shows the importance of teacher relationships to students, parents and other teachers and how it impacts upon students performance.
High Quality Family Engagement: 2018 National Title I Conference
Under ESSA, schools are no longer confined to “core academic subjects” as the only measure of student success. Recent educational reforms did not sufficiently address the socio-emotional factors crucial in learning. States, districts, and schools now have the flexibility to provide a “well-rounded education” including activities in social emotional learning, skills essential to academic success. ESSA provides opportunities to encourage balance where the focus had become too narrow —and to do so in ways that ensure access and equity for all students. While many focus on what educators can do to ensure true equitability, there is no substitute for parents’ role as a child’s first teacher. To close the opportunity gap, districts and schools must find, develop, and deploy practical and scalable solutions to empower parents and families to be an active part in eliminating barriers. Discover how ReadyRosie offers research-based strategies to help close that gap.
Week 2 Discussion 2 Counseling RolesList and explain the factors.docx
Week 2 Discussion 2 Counseling Roles
List and explain the factors that play an important role if and how counselors become involved in school, school-community, and overall partnerships. Research indicates certain misperceptions counselors have about their role- why may this be?
INSTRUCTOR GUIDANCE
WEEK 2
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
Last week you learned about how both parents play a crucial role in the child’s education, especially when there is a collaborative relationship between home and school. A 2007 study found that new and experienced teachers who have positive parent relationships report having higher rates of job satisfaction.
Reprinted from Morguefile, by Hotblack, 2010,http://mrg.bz/pDQCu8 (Links to an external site.).
Copyright 2016 by Morguefile.
They also report that students of involved fathers, regardless of their living situation, perform better in school (Jeynes, 2007 as cited in Child Trends, 2013). The Watch DOGS (Dads of Great Students) is one school-based program that encourages male role models to work in a variety of capacities at their child’s school. The seven minute video, Getting Involved at School (Links to an external site.), features the coordinator of the program, the principal, and others discussing the importance of having males active in the school environment.
In addition, going beyond the family to creating partnerships within the community has also been shown to improve students’ academic success. One way to accomplish this is through community schools, a concept developed by the Institute for Educational Leadership in Washington DC. Through this integrated, holistic approach with family, child development and social service support, the community school strategy is already proving its efficacy on student achievement, and dropout and graduation rates (Blank, Jacobson, & Melaville, 2012). Putting together a team that includes the principal, a few teachers, family members, and students is the first step in creating an “Action Team for Partnership” (O’Brien, 2012, p. 2). The purpose of this team is to work with community and business leaders to develop goals for increasing academic achievement, as well as improving student behavior and school climate. Organizations such as National Network of Partnership Schools help schools to get started developing their own Action Plan for Partnership (Links to an external site.) that includes short and long term goals, and activities that guide them towards success.
Week 2 Discussion Guidance
For this first discussion post, Parent Roles, read chapter three in the text before you begin. This chapter will give you better insight on some of the assumptions that are made about parents related to their roles in being involved in schools including how assumptions and perceptions that are made about people become our reality, and how this may impact teaching. Provide some of the assumptions about parents th ...
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Parent Training
- 2. What is Parent Training? Parent training is an effort made on the part of the school campus to help parents in gaining knowledge and skills which will result in the improvement of the child’s learning conditions, and result in effective learning.
- 3. Who delivers parent training? Administrators Teachers Community members
- 4. Example of a Super Parent Website: http://www.beaumont.k12.tx.us/title1/page7.html
- 5. School / Home/ Student Relationship
- 6. Model: Teachers / Parents/ Student
- 7. Conclusion Evidence supports that parents play an important role in the educational process of a child. Therefore it is to our advantage to train parents so that the influence that they have on children, is a positive influence, and not a negative one.
- 8. SCHOLARY EVIDENCE Taken from several Journals: 1. COPYRIGHT INFORMATION TITLE: What Do School Principals Think About Current School-Family Relationships? SOURCE: NASSP Bull 92 no3 S 2008 Copyright NASSP. For information on NASSP services and/or programs, please call (800) 253-7746. To contact the publisher: http://www.principals.org/ 2. COPYRIGHT INFORMATION TITLE: Fostering Parent-Teacher Collaboration in the Classroom SOURCE: Techniques (ACTE) 84 no5 My 2009 The magazine publisher is the copyright holder of this article and it is reproduced with permission. Further reproduction of this article in violation of the copyright is prohibited.
- 9. Susan Emeagwall in Techniques Magazine states, “A Successful partnership between teachers and parents is integral to student achievement.”
- 10. Susan Emeagwall in Techniques Magazine states, “A study last year in the Journal of Human Resources found out just how much parental involvement correlates to student success. The authors of “Parental Effort, School Resources, and Student Achievement” were able to answer resoundingly….
- 11. Susan Emeagwall in Techniques Magazine states, …that parent involvement does positively impact student performance, adding that schools would have to increase per pupil spending in order to make up for lack of parental effort.”
- 12. Susan Emeagwall in Techniques Magazine states, In fact, a 2005 Harvard Graduate School of Education report found that the stress of dealing with difficult parents is one of the top reasons that teachers leave the profession. In addition, 2005