THEME 6-STRATEGIES FOR PARENTS INVOLVEMENT IN SCHOOL AND LEARNING COMMUNITIES

1. STRATEGIES
FOR PARENTS
INVOLVEMEN
T IN SCHOOL.
LEARNING
COMMUNITIES
.
Mª DOLORES ORTEGA COY, MARÍA LIZÁN MORENO,
ANDREA MARTINEZ DÍAZ, PAOLA GARCÍA ALCOLEA,
BENIAMIN LETOWSKI

2. Measures to promote the
participation of parents in
school
LEGISLATI
VE
MEASURE
S:
Contributed to the
participation of
parents in school:
the Constitution,
LODE, LOGSE
and LOPEGCE
This means the
recognition of the
fundamental
rights of the family
of institutionalized
education.

3. ORGANISATIONAL
MEASURES:
The Council of
school Center 
active participation
of parents and
provides them with
the indirect
possibility of
participating in a
number of organs
that are own and
exclusive teachers
In addition, as full-
fledged members
have
competencies to
participate in the
elaboration and
monitoring of the
internal regime
regulation
A. Institutional strategies of group participation:

4. B. Institutional strategies of personal participation.
Tutoring must be understood as essential educational action
work and not complementary work.
The tutorial model has a family dimension. All the problems of
students are shared with the family and the school.
Importance of
tutoring
interaction with
parents:
1. Because the lack of action
with parents means to reduce
the scope of the activity of the
tutorial;
2. The low efficiency and slow
evolution which is achieved in
the action with students whose
parents do not cooperate.

5. The parents
of students’
Association
(APA)
Parents’
schools
C. Strategies to para-institutional participation.
Parents can promote
activities, participate in
the educational project
of the Centre, in the
General programming,
etc.
To provide training,
education to parents.

6. The development of the functioning of the
organizational strategies
Parents
𝟏
𝟑
of the School Council
Teachers feel
threatened
By parents in
this maximum
governing body
Parents
believe
Their
participation is
to control and
undermine the
power of
teachers

7. Strategy that enables the interaction
The lack of training of teachers in these
matters
The development of the functioning of the
organizational strategies
Mentorin
g with
parents
Makes individual and group mentoring
parents as participatory spaces are
reduced to the holding of two meetings: at
the beginning and at the end

8. APAS.
The participation of
parents in the
APAS also lacks
sufficient
effectiveness
There are also
parents who
voluntarily choose
not to belong to
that body for many
reasons.
Parents believe that the
members of the Board of
Directors of an APA
usually, when less,
controlled and directed by
the professors of the
Centre.
For teachers, the APAS
have little relevance,
are perceived as
something alien and
parallel to the dynamics
of the school.

9. APAS.
A possible way of solution might be to grant greater autonomy to centers, but taking into
account to achieve a greater degree of autonomy is not to provide to the centres more
and more functions, if not in enable centres to develop functions that already have,
which is enough, according to contextual characteristics and to their real needs.
Therefore, the
purpose of a
participatory
school should
be:
Enter the life at school
and at the same time
school life, providing
rational explanation of
all educational events.
Blaming each sector
participating in the
education of the
student regarding their
obligations to this.

10. EDUCATIVE
COMMUNITIES.

11. Learning it is not only teacher’s task, education
quality depends on families’ effort,
volunteering…
Is transformation project directed to the achievement
of school dropout and conflict elimination. It’s
project consist on the creation of interactive groups
that learns through dialogue.
equal education in the
information society
where so many
families are in different
conditions.

12. PRINCIPLES OF EDUCATIVE
COMMUNITIES.
Creation of a learning
organization and
atmosphere. Alternative
ways to open more
possibilities of learning.
Participation of
families, pupils and
community.
Teaching – learning
processes are the
centre of the school.
All the people implied
have high expectations.
Learning has purposes:
It is organised and it has
goals in common with all
the community.
Equal education.
Working self-esteem
Continue and
systematic assessment
Leadership is shared.

13. PRECEDENTS.
They are the result of many investigations and
educative practices.
1. School Development Program. Yale. 1968
2. Accelerated Schools. 1986 Stanford.
3. Success for All 1987.Baltimore.
 In Spain it was developed in 1978 in Barcelona, a
centre called La Verneda de Sant Martí. This was
built when the neighbours vindicated the creation
of a cultural centre.

14. THEORICAL FRAME
 Paulo Freire, one of the most important pedagogues
wanted a dialogue in education, not only between
teachers and pupils, but between all the educative
community.
 Habermas developed a theory about communicative
competence in which he stated that all people have
communication skills. Also it exist cooperative skills.

15. For a dialogue learning the
following principles must be done
1) Equal dialogue where anybody can give
their opinion, and not imposing anyone’s
2) Cultural Intelligence, that involves all the
interactions of humanity
3) Transformation because dialogue learning
transform relationships between people.
4) Dialogue learning includes all the aspects
that can be learnt.

16. THE TRANSFORMATION OF
SCHOOLS IN LEARNING
COMMUNITIES

17. PHASES OF
TRANSFORMATION
• 90% of the faculty must be in favor of carrying out the project
• Agreement of the management team of the school
• Approval by the school board
• Approval majority in the assembly organized by the AFA (Association of Relatives)
• Decision of the Directorate-General to provide the center of maximum autonomy

19. INTERACTIVE GROUPS

20. THE INVOLVEMENT OF
FAMILIES

21. TRUE/FALSE
1. The Council school Center is actually the only
system of active participation of parents
2. The mentoring to parents is a bad option to
participate in school
3. A possible way of solution in APAS might be to
grant greater autonomy to centers
4. Educative communities project consist on
the creation of interactive groups that learns
through speechless
5. Interactive groups are a flexible way of
organizing educational work in the classroom.

22. MULTIPLE CHOICE
1. Contributed to the participation of parents in
school:
a) LOGSE
b) LODE
c) Both
2. On the School Council, parents represent:
a) A third
b) A half
c) Both are correct

23. MULTIPLE CHOICE
3. How many members has the APAS ?
a) All the parents have to be part of it.
b) It is something voluntary, parents can choose.
c) The Director chooses all the members.
4. Theorical Frame of Educative communities were
inspired by:
a) Freinet and Marx
b) Freire and Habermas
c) Freire and Carl Rogers.

24. MULTIPLE CHOICE
5. What are the two pre-phases in the formation
of learning communities ?
a) explanation and training session
b) agreement and approval
c) awareness and decision making