1. Tshwane University of Technology
Faculty of Humanities
Department of Education Studies
Educational Management (EDU210T)
Presenter:
Dr Muavia Gallie (PhD)
Managing Parental Involvement
- In the Learning of their Children -
Week: 25 August 2011
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1. Introduction
Reasons why parents should be involved:
• Teachers must understand parents’
attitude and home conditions;
• Teachers could provide information on
the demands of learners in school;
• Parents have the right to know about
their children’s behaviour and
performance;
• Parents can be a valuable resource.
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2. Advantage of partnership between
Teachers and Parents
Group Advantages
Learners • Improvement in learners’ academic
achievements;
• Increased self-esteem;
• Decrease in behavioural problems;
• Improved attitude towards school;
• Increased commitment to schoolwork.
Parents • Feeling more positive about their ability to help
their children;
• Greater understanding of teachers and their
problems.
Teachers and school • Decreasing teachers’ workloads;
• Teachers’ understanding of their learners
increase;
• Teachers feeling more positive about their work;
• More resources available to the school.
Focus of this Lecture
• An integrated model for engaging parents
in their children’s education;
• Strategies for conducting interviews with
the parents;
• Ways to evaluate the success of efforts to
engage parents;
• The nature of collaboration with parents;
• Communicating effectively with parents;
• Barriers to collaboration with parents.
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3. Defining the “Parent”
• Traditional/biological parent;
• Guardian;
• Legally entitled to custody of
learner;
• Taken on obligations of learners;
• Teacher.
Right and duties of Parents
• School attendance of learners;
• Paying of school finances;
• Liability of damage caused by learner;
• Right to information;
• Right to be part of the governance of
the school (communication, assisting
with tasks, volunteering, learning at
home, decision making)
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4. Why parents resist to be involved
in teaching
• Lack of time;
• Feeling that they have nothing to
contribute;
• Not knowing how to become involved;
• Lack of childcare;
• Feeling intimidated;
• Not being available during the time the
school arranges functions;
• Not feeling welcome at the school
Why parents resist to be involved
in learning
• Fear of divulging conflict at home;
• Panic over the child’s possible failure;
• Guilt about lack of parenting skills;
• Reluctance to interfere in the teacher’s
work;
• Belief that they would not know how to
participate;
• Belief that the teacher is trying to shift
responsibility.
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5. Models for Parent Involvement – Dunst & Trivette
• Model 1 – protective model – reduce tension;
• Model 2 – school-to-home transition – both is singing from
the same page;
• Model 3 – curriculum enrichment – incorporate the
contribution of the family;
• Model 4 – parent-teacher partnership – they work together
to accomplish the success of the learner
Engaging parents:
• Phase 1 – intake and assessment;
• Phase 2 – selection of goals and objectives;
• Phase 3 – planning and implementation of activities;
• Phase 4 – evaluation of activities;
• Phase 5 – review
Models for Parent Involvement – Joyce Epstein
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6. Model for Engaging Parents
Leadership, policy and
Intensive commitment vs. Brief
Public vs. Personal Disclosure
Few parents vs. Most parents
advocacy
Parent education
Passive vs. active
Collaborative support for
school community
Collaborative support for
school programmes
Information-sharing
activities
Information-giving
activities
Managing an Integrated Approach
• Initial contact and interview (deterrents):
– Fatigue, particularly if the conference takes place after
the day’s work;
– Strong feelings, which can interfere with how
participants perceive situations
– Use of emotionally loaded words or phrases
– Teachers taking over, not giving space to parents
– Environment is created, giving no space
– ------
– Positive working relationship
– Discuss learner specifics
– Focus on support and improvement
– Agree on different roles
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7. Use of EcoMap – Learner info on
socioeconomic environment
• School principal
• Women’s groups
• Grand parents
• Youth groups
• Close friends
• Class teacher
• Neighbours
• Family doctor
• Other close family
Important considerations
• Appreciating the uniqueness of each family;
• Being aware of the influence of your role as
a professional;
• Acknowledging your own cultural biases;
• Seeking new understanding and knowledge
of cultures;
• Developing an awareness of cultural norms;
• Learning from parents.
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8. Collaboration and
communication with parents
• Collaboration and partnerships:
– Involve key players
– Make promises you can keep
– Build ownership
– Focus on institutional success
– Publicise success
• Communicating effectively:
– Descriptive language - information
– Inferential language - patterns
– Evaluative language – judgement and conclusion
Action steps for active listening
• Hear the message;
• Work at understanding the message;
• Remember the message;
• Interpret the message;
• Evaluate the message;
• Respond to the message
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9. Barriers to collaboration and
participation
• Time
• Uncertainty
• Cultural barriers
• Lack of a supportive environment
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