This document outlines strategies for engaging parents in mentoring and afterschool programs. It discusses defining parent engagement, challenges to engagement, and best practices supported by research. Effective approaches involve parents as partners through collaboration, engage and serve families by addressing their needs, and incorporate parents in meaningful ways while respecting their roles and strengths. The document provides discussion topics, scenarios, and resources for programs to improve engagement practices.
Parental Practices Are Better Predictors Of Student Achievementnoblex1
Forty years of research have shown that family involvement in education is one of the most powerful predictors of student success in school. Yet many high-poverty schools still have low levels of parent involvement and experience little success in their efforts to increase it.
Source: https://ebookschoice.com/parental-practices-are-better-predictors-of-student-achievement/
Catalyst for Change: Cultivating Family EngagementJoseph Fratoni
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.
Parental Practices Are Better Predictors Of Student Achievementnoblex1
Forty years of research have shown that family involvement in education is one of the most powerful predictors of student success in school. Yet many high-poverty schools still have low levels of parent involvement and experience little success in their efforts to increase it.
Source: https://ebookschoice.com/parental-practices-are-better-predictors-of-student-achievement/
Catalyst for Change: Cultivating Family EngagementJoseph Fratoni
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.
Building Blocks for Including and Teaching Young Children with DisabilitiesBrookes Publishing
Sponsored by Brookes Publishing
WATCH THE EDWEBINAR RECORDING AT OUR EDWEB COMMUNITY TODAY: http://bit.ly/EdWebTeachAll
This edWebinar provides information about the development, use and latest revision to Building Blocks for Teaching Preschoolers with Special Needs, a multi-tiered framework for planning and providing individualized support and instruction for young children with disabilities or other special needs. Learn about the four levels of support as well as practical, research-based practices for use in inclusive classrooms and other early learning environments. Become familiar with our various forms and resources for planning, teaching, and monitoring children’s progress.
This presentation is of interest to preK teachers and school and district leaders, and early childhood faculty, early childhood special education faculty, and curriculum and instruction department chairs.
Originally broadcast: September 12, 2019
Join the Teaching All Students: Practical Strategies for Inclusive Classrooms community to network with educators, participate in online discussions, receive invitations to upcoming edWebinars, and view past edWebinars to earn CE certificates.
JOIN OUR EDWEB COMMUNITY TODAY: http://bit.ly/EdWebTeachAll
Planning the Transition to Employment: Tips, Tools, and StrategiesBrookes Publishing
Transition is the time for students with and without disabilities to plan and pursue their future post-school goals. What can we do to best prepare all students with the skills, services, and supports they need to become successfully employed? How can we build on the successes of our current activities to explore unique and creative employment opportunities that benefit all students including those with significant support needs? What are ways we can contribute to enhancing adult employment services and making that critically important job match?
This edWebinar describes strategies for exploring passions, engaging employers, customizing the placement process, and facilitating training and support to promote job success. The goal of the presentation is to share practical strategies for preparing students with a wide range of disabilities for employment before or after they graduate. Viewers will learn about the roles and responsibilities of education and adult employment services, best practices for educators to use in teaching students about work and gaining the essential skills that will assist them with becoming gainfully employed, and tools to help educators in planning and implementing effective transition services leading to positive post-school outcomes. By the end of the edWebinar, viewers will:
Gain an overview of the transition process
Understand effective transition to employment practices
Describe strategies and tools for implementing transition to employment services
Demonstrate knowledge of employment services and supports
This recorded presentation will be of interest to middle and high school teachers, school and district leaders, rehabilitation counselors, and adult vocational personnel.
Creating Parent- Teacher Partnership in Promoting Learningiosrjce
Children and young people are proud of their learning, their progress, attainment and achievements.
Their work is displayed well in classrooms, in public areas and where possible in the wider community.
Learners and their families receive supports through the provision of effective behaviour support programmes.
It is no news to proffer a way to letting the pupils/students learn appropriately for better future for them but be
determined to achieve the fact that tomorrow is more promising than today if excellent partnership is built
between parents and teachers for promoting children’s learning. This paper sets out to find out how parents and
teachers network and form synergy to provide an enhancement for school students or pupils to learn
appropriately and positively for learning goals to be achieved. In conclusion, a range of formal and informal
activities contribute to the development of positive attitudes and self-assurance amongst learners.
We Can Do Better Palo Alto - presentation at May 17, 2011 meeting. We are a group of Palo Alto parents, students, former students and community members advocating changes to PAUSD policies to reduce academic stress and improve the emotional and mental health of our students.
For more course tutorials visit
www.newtonhelp.com
This Tutorial contains 2 Papers
You are required to analyze this week’s case study and submit a two- to three-page paper addressing the key questions identified. Remember that all case studies present both too much and too little information. There may be information presented that is not really relevant, and there may be scant information about a key area.
For more course tutorials visit
www.newtonhelp.com
This Tutorial contains 2 Papers
You are required to analyze this week’s case study and submit a two- to three-page paper addressing the key questions identified. Remember that all case studies present both too much and too little information. There
Mgmt 591 Effective Communication - tutorialrank.comBartholomew61
For more course tutorials visit
www.tutorialrank.com
This Tutorial contains 2 Papers
You are required to analyze this week’s case study and submit a two- to three-page paper addressing the key questions identified. Remember that all case studies present both too much and too little information. There may be information presented that is not really relevant, and there may be scant information about a key area. This analysis does require
Frederik Smit, Kees van der Wolf & Peter Sleegers (2001). Bridge to the futur...Frederik Smit
Bridge to the future. Collaboration between parents schools and communities
In an increasing number o f countries schools become convinced that good partnerships between parents and com munities are necessary in behalf of the optimization of pupils' development opportunities, the enhancement of pupils' educational careers and the improvement of teachers' task performance. ERNAPE (European Research Network About Parents in Education) is an association of research networks in the area of education, in particular about parents in education. In 1993 the association was established with the aim to share research results, stimulate research at all levels.
Two researchers from the ITS, in collaboration with specialists on parent participation from the University Nijmegen and the SCO-Kohnstamm Institute have brought together in this volume the recent scientific and social developments in relation to the collaboration between families, school and community.
Contributors:
Metin Alkan (University of Amsterdam, the Netherlands), Jacques Braster (Erasmus University Rotterdam, the Netherlands), Martha Allexsaht-Snider (University of Georgia, USA), Frans Brekelmans (General Education Union AOb, Faculty of Law of the Vrije Universiteit Amsterdam, deputy-judge, the Netherlands), Tanja van Beukering (Amsterdam Municipal Pedological Institute, the Netherlands), Elzbieta Bielecka (University in Bialystok, Poland), Stafano Castelli (State University of Milano-Bicocca, Italy), Laura De Clara (Comune di Codroipo, Italy), Pierre Couvreur (University of Mons, Belgium), Miriam David (Keele University, United Kingdom), Don Davies (Institue for Responsive Education, Marblehead MA, USA), Eddie Denessen (University Nijmegen, the Netherlands), Rollande Deslandes (Université du Quebec à Trois-Rivières, Quebec, Canada), Geert Driessen (ITS of the University Nijmegen, the Netherlands), Anne Bert Dijkstra (University of Groningen), Kateøina Emmerov (Masaryk University, Czech Republic), Wander van Es (Sardes, Utrecht, the Netherlands), Alvard Harutynyan (CRS/Armenia), Lex Herweijer ( Social and Cultural Planning Office of the Netherlands), Diana B. Hiatt-Michael (Pepperdine University, USA), Paul Jungbluth (ITS of the University Nijmegen, the Netherlands), Raili Kärkkäïnen (University of Helsinki, Finland), Cees A. Klaassen (University Nijmegen, the Netherlands), Andra Laczik (University of Oxford, United Kingdom), Miek Laemers (ITS of the University Nijmegen, the Netherlands), Willy Lahaye (University of Mons, Belgium), Iskra Maksimovic (CRS/Yugoslavia), Raquel-Amaya Martínez González (Universidad de Oviedo, Spain), Jacqueline McGilp (Australian Catholic University, Ballarat, Australia), Maria Mendel (University of Gdansk, Poland), Sean Neill (University of Warwick, United Kingdom), Patricia Nimal (University of Mons, Belgium), Pirjo Nuutinen (University of Joesuu, Savonlinna, Finland), Helen Phtiaka (Univeristy of Cyprus, Cyprus), Milada Rabušicová (Masaryk
Conflict Management Skills for Principals and Vice-PrincipalsTom D'Amico
Conflict management skills for Principals and Vice-Principals. This presentation looks at mediation and conflict management skills for Principals and Vice-Principals. Adult conflict in a school environment can be viewed as an opportunity for positive school improvement.
Schools and teachers want to develop partnership with parents. Strong communication is fundamental to this partnership. So, teachers must continue to develop and expand skills required to build a strong partnership.
Building Blocks for Including and Teaching Young Children with DisabilitiesBrookes Publishing
Sponsored by Brookes Publishing
WATCH THE EDWEBINAR RECORDING AT OUR EDWEB COMMUNITY TODAY: http://bit.ly/EdWebTeachAll
This edWebinar provides information about the development, use and latest revision to Building Blocks for Teaching Preschoolers with Special Needs, a multi-tiered framework for planning and providing individualized support and instruction for young children with disabilities or other special needs. Learn about the four levels of support as well as practical, research-based practices for use in inclusive classrooms and other early learning environments. Become familiar with our various forms and resources for planning, teaching, and monitoring children’s progress.
This presentation is of interest to preK teachers and school and district leaders, and early childhood faculty, early childhood special education faculty, and curriculum and instruction department chairs.
Originally broadcast: September 12, 2019
Join the Teaching All Students: Practical Strategies for Inclusive Classrooms community to network with educators, participate in online discussions, receive invitations to upcoming edWebinars, and view past edWebinars to earn CE certificates.
JOIN OUR EDWEB COMMUNITY TODAY: http://bit.ly/EdWebTeachAll
Planning the Transition to Employment: Tips, Tools, and StrategiesBrookes Publishing
Transition is the time for students with and without disabilities to plan and pursue their future post-school goals. What can we do to best prepare all students with the skills, services, and supports they need to become successfully employed? How can we build on the successes of our current activities to explore unique and creative employment opportunities that benefit all students including those with significant support needs? What are ways we can contribute to enhancing adult employment services and making that critically important job match?
This edWebinar describes strategies for exploring passions, engaging employers, customizing the placement process, and facilitating training and support to promote job success. The goal of the presentation is to share practical strategies for preparing students with a wide range of disabilities for employment before or after they graduate. Viewers will learn about the roles and responsibilities of education and adult employment services, best practices for educators to use in teaching students about work and gaining the essential skills that will assist them with becoming gainfully employed, and tools to help educators in planning and implementing effective transition services leading to positive post-school outcomes. By the end of the edWebinar, viewers will:
Gain an overview of the transition process
Understand effective transition to employment practices
Describe strategies and tools for implementing transition to employment services
Demonstrate knowledge of employment services and supports
This recorded presentation will be of interest to middle and high school teachers, school and district leaders, rehabilitation counselors, and adult vocational personnel.
Creating Parent- Teacher Partnership in Promoting Learningiosrjce
Children and young people are proud of their learning, their progress, attainment and achievements.
Their work is displayed well in classrooms, in public areas and where possible in the wider community.
Learners and their families receive supports through the provision of effective behaviour support programmes.
It is no news to proffer a way to letting the pupils/students learn appropriately for better future for them but be
determined to achieve the fact that tomorrow is more promising than today if excellent partnership is built
between parents and teachers for promoting children’s learning. This paper sets out to find out how parents and
teachers network and form synergy to provide an enhancement for school students or pupils to learn
appropriately and positively for learning goals to be achieved. In conclusion, a range of formal and informal
activities contribute to the development of positive attitudes and self-assurance amongst learners.
We Can Do Better Palo Alto - presentation at May 17, 2011 meeting. We are a group of Palo Alto parents, students, former students and community members advocating changes to PAUSD policies to reduce academic stress and improve the emotional and mental health of our students.
For more course tutorials visit
www.newtonhelp.com
This Tutorial contains 2 Papers
You are required to analyze this week’s case study and submit a two- to three-page paper addressing the key questions identified. Remember that all case studies present both too much and too little information. There may be information presented that is not really relevant, and there may be scant information about a key area.
For more course tutorials visit
www.newtonhelp.com
This Tutorial contains 2 Papers
You are required to analyze this week’s case study and submit a two- to three-page paper addressing the key questions identified. Remember that all case studies present both too much and too little information. There
Mgmt 591 Effective Communication - tutorialrank.comBartholomew61
For more course tutorials visit
www.tutorialrank.com
This Tutorial contains 2 Papers
You are required to analyze this week’s case study and submit a two- to three-page paper addressing the key questions identified. Remember that all case studies present both too much and too little information. There may be information presented that is not really relevant, and there may be scant information about a key area. This analysis does require
Frederik Smit, Kees van der Wolf & Peter Sleegers (2001). Bridge to the futur...Frederik Smit
Bridge to the future. Collaboration between parents schools and communities
In an increasing number o f countries schools become convinced that good partnerships between parents and com munities are necessary in behalf of the optimization of pupils' development opportunities, the enhancement of pupils' educational careers and the improvement of teachers' task performance. ERNAPE (European Research Network About Parents in Education) is an association of research networks in the area of education, in particular about parents in education. In 1993 the association was established with the aim to share research results, stimulate research at all levels.
Two researchers from the ITS, in collaboration with specialists on parent participation from the University Nijmegen and the SCO-Kohnstamm Institute have brought together in this volume the recent scientific and social developments in relation to the collaboration between families, school and community.
Contributors:
Metin Alkan (University of Amsterdam, the Netherlands), Jacques Braster (Erasmus University Rotterdam, the Netherlands), Martha Allexsaht-Snider (University of Georgia, USA), Frans Brekelmans (General Education Union AOb, Faculty of Law of the Vrije Universiteit Amsterdam, deputy-judge, the Netherlands), Tanja van Beukering (Amsterdam Municipal Pedological Institute, the Netherlands), Elzbieta Bielecka (University in Bialystok, Poland), Stafano Castelli (State University of Milano-Bicocca, Italy), Laura De Clara (Comune di Codroipo, Italy), Pierre Couvreur (University of Mons, Belgium), Miriam David (Keele University, United Kingdom), Don Davies (Institue for Responsive Education, Marblehead MA, USA), Eddie Denessen (University Nijmegen, the Netherlands), Rollande Deslandes (Université du Quebec à Trois-Rivières, Quebec, Canada), Geert Driessen (ITS of the University Nijmegen, the Netherlands), Anne Bert Dijkstra (University of Groningen), Kateøina Emmerov (Masaryk University, Czech Republic), Wander van Es (Sardes, Utrecht, the Netherlands), Alvard Harutynyan (CRS/Armenia), Lex Herweijer ( Social and Cultural Planning Office of the Netherlands), Diana B. Hiatt-Michael (Pepperdine University, USA), Paul Jungbluth (ITS of the University Nijmegen, the Netherlands), Raili Kärkkäïnen (University of Helsinki, Finland), Cees A. Klaassen (University Nijmegen, the Netherlands), Andra Laczik (University of Oxford, United Kingdom), Miek Laemers (ITS of the University Nijmegen, the Netherlands), Willy Lahaye (University of Mons, Belgium), Iskra Maksimovic (CRS/Yugoslavia), Raquel-Amaya Martínez González (Universidad de Oviedo, Spain), Jacqueline McGilp (Australian Catholic University, Ballarat, Australia), Maria Mendel (University of Gdansk, Poland), Sean Neill (University of Warwick, United Kingdom), Patricia Nimal (University of Mons, Belgium), Pirjo Nuutinen (University of Joesuu, Savonlinna, Finland), Helen Phtiaka (Univeristy of Cyprus, Cyprus), Milada Rabušicová (Masaryk
Conflict Management Skills for Principals and Vice-PrincipalsTom D'Amico
Conflict management skills for Principals and Vice-Principals. This presentation looks at mediation and conflict management skills for Principals and Vice-Principals. Adult conflict in a school environment can be viewed as an opportunity for positive school improvement.
Schools and teachers want to develop partnership with parents. Strong communication is fundamental to this partnership. So, teachers must continue to develop and expand skills required to build a strong partnership.
8.1 Why Working With Families Is So ImportantBuilding supportive.docxalinainglis
8.1 Why Working With Families Is So Important
Building supportive and collaborative relationships with families is one of the most important priorities in early childhood education. Trust between home and school is built over time, starting with the very first phone call or visit to the program. Positive relationships between program staff and family members are supported in small ways, such as the friendly tone of voice a teacher uses at pickup time, or in big ways, such as the welcoming policies described in the family handbook.
Benefits to Children
Just as infants and young children must learn how to trust others in order to learn and grow, an early childhood program must earn a family's trust before the child can fully participate in what the program has to offer. Children benefit when families and teachers communicate and work closely together, forming trusting relationships and sharing expectations and ideas (Barbour, 2007).
Strong parent-school relationships create positive outcomes for children both cognitively and emotionally (Callender & Hansen, n.d.). For example, studies of Head Start children reveal a positive correlation between parent involvement and children's academic growth in the areas of vocabulary, literacy, and mathematics (Wen, Bulotsky-Shearer, Hahs-Vaughn, & Korfmacher, 2012). Other studies indicate that parental involvement in school improves children's behavior and self-esteem, and it also decreases the chances children will be referred for special education services (Callender & Hansen, n.d.; Henrich & Blackman-Jones, 2006; Pena, 2000).
Benefits to Families
Parents and other family members, such as grandparents, also benefit from family involvement in early childhood programs. The staff members of the early childhood programs, including administrators, teachers, and caregivers, serve as role models for parents, demonstrating nurturing and learning relationships and interactions. Parents who spend time in their children's early childhood classrooms learn strategies for supporting children's learning that they can use in their own interactions with their children (Keyser, 2006).
Benefits to the Program
For the early childhood administrator, building a strong collaborative partnership with families is good for business. Whether your organization is nonprofit or for-profit, your program's success and reputation are built on the positive word of mouth generated by happy families. From marketing to fee collection, strong collaborative relationships with families will help make every part of the administrator's job easier and more productive.
Parent involvement also helps inform and enhance the work of teachers and administrators. When parents and teachers communicate frequently, teachers learn more about the traditions, values, and culture of the families, and can use this information to shape the curriculum and activities (Gonzales-Mena, 2008).
For administrators, parent involvement can sometimes help the program .
Monthly webinar series hosted by Mentoring Partnership of Minnesota. #9 - Parental Involvement in Mentoring Programs with panelist Andrea Taylor, Ph.D., October 6, 2010
Three Keys to Engaging Parent in Student Learningcatapultlearn
One of the objectives of all educational institutions is to nurture and cultivate parents’ engagement in the academic growth of their children. Teachers and administrators in faith-based nonpublic schools must make an added, deliberate effort to engage and support the parent role as the primary educator, especially since these parents have consciously chosen to send their children to a nonpublic school.
Presented by Dr. Ron Valenti
National Manager for Non-Public Schools
Catapult Learning
Running Head Journal 1Learning PartnershipAnnette Wil.docxwlynn1
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.
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
11 Effective Strategies For Making Parent Events Meaningful | Future Educatio...Future Education Magazine
Here are 11 strategies for making parent events meaningful: 1. Needs Assessment 2. Variety of Topics 3. Practical Workshops 4. Guest Speakers 5. Interactive Sessions
Parent Involvement Module on Communication
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
1. WE ARE FAMILY: PARENT
ENGAGEMENT PRACTICES
FOR
MENTORING/AFTERSCHOOL
PROGRAMS
United Way of Palm Beach County
West Palm Beach, Florida
August 28th
2. Thank
Gary Graham Mentoring Initiative
Director United Way of Palm Beach
County Countess de Hoernle Community
Campus 2600 Quantum Blvd. | Boynton
Beach, FL 33426 O: 561.375.6638 | M:
561.715.5514 | F: 561.375.6666
3. Learning Objectives
Objective 1: to identify organizational
challenges with engaging parents of
clients/customers
Objective 2: to learn theories about parental
engagement
Objective 3:to learn and share cross-sector
promising practices
Objective 4: to demonstrate practices that
improve parent engagement at their respective
programs
5. What do you want to learn?
Parking Lot
Questions
Finish the sentence
-Go around the room and complete
one of these sentences (or
something similar): The best job I
ever had was..
The worst project I ever worked on
was.
The riskiest thing I have ever done
was.
This is a good technique for moving
on to a new topic or subject. For
example, when starting a class and
you want everyone to introduce
themselves, you can have them
complete "I am in this class
because..." You can also move on to
a new subject by asking a leading
question. For example if you are
instructing time management, "The
one time I
6. Challenges
List the challenges that your organization has
with engaging families?
Take 10-15 minutes with group?
7. What is Parent Engagement?
How does your
organization define
parent
engagement?
What does it look
like?
How does your
organization define
engagement?
What does it look
like?
Mentoring After-school
8. Definition
Parent engagement is ____________?
Each organization must define this for itself
and ensure that all staff internalize these core
values
9. PARENT ENGAGEMENT
Parent engagement is not a single event but a
process that evolves over time. Kathleen
Hoover-Dempsey and her colleagues have
identified three factors in determining parent
involvement:
Whether parents believe they should play an
active role in their children’s education and have a
positive sense of self-efficacy for helping their
children learn
Whether the school welcomes and invites their
involvement
Whether parents’ life context (socioeconomic
situation, knowledge, skills, time) supports
10. Parent Engagement Challenges
Staff perceptions of parent disinterest
Parent schedules—work hours, 2-3 jobs
Parentification of older youth
Meeting fatigue
Poor alignment of parent-staff of
program/school event times
12. What is Parent Engagement?
Define for each program
Sign contract to attend several events
Availability
Phone, lunch break, home visit on weekend, weekend activities, (parenting
classes-teach how American educational system), check homework,
encourage children to check the locker
Helping staff understand the challenges of low income/working
class/immigrant
For example, Salvadorean immigrant takes kids to their jobs to keep out of
trouble, or to finish work and be safe---take and do homework, go to sleep
working
Parent advocate, using the system, authentic voice, parent panel—credible
messenger
13. Henderson & Mapp
A New Wave of Evidence, 2002
Effective programs to engage families and
community embrace a philosophy
of partnership. The responsibility for
children’s educational development is a
collaborative enterprise a among parents,
school staff, and community members...a
comprehensive approach to improve
student achievement is key.
14. What does the research say?
Research findings
Most of the literature is focused on school-
parent engagement
Very little in mentoring and afterschool
But some information is transferrable
15. WHY DOES PARENT ENGAGEMENT IN SCHOOLS
MATTER?
No matter what their family income or
background may be, students with involved
parents are more likely to:
Earn higher grades and test scores
Be promoted, pass their classes, and earn
credits
Attend school regularly
Have better social skills, show improved
behavior, and adapt well to school
Graduate and go on to postsecondary
education.
16. 3 Types of Parent Engagement Practices
Involving
Engaging and
Serving
Collaborating
What type of
practice is your
organization using?
Why?
17. Chronicle on Youth Mentoring
One of the more complicated aspects of running a
youth mentoring program is figuring out how and
when to engage parents and other family
members.
Parents can play a crucial role in supporting the
relationship between a mentor and mentee, but
programs often struggle to facilitate their authentic
engagement and define parent roles and
responsibilities.
Some programs offer a wealth of services and
supports to parents to nurture their engagement,
while other programs don’t ask parents for much
beyond just allowing their child to participate
18. Afterschool Program
Engagement
A research review
examining the
characteristics and
activities that effectively
support parent
engagement found that the
most successful programs
share a number of key
characteristics. Many
successful afterschool
programs:
Promote a welcoming
environment
Address misconceptions
that may be held by
teachers and parents
about the role of parent
engagement
Use resources toward
supporting increased
parent involvement,
Understand the effect of
children's home
environment on their
academic performance,
Organize the program
structure to encourage
parent engagement, and
Provide parents with the
information and tools to
support their children's
academic success
20. Spencer and Basualdo-Delmonico,
A.
Engaging and serving families: This approach is characterized by “…active
effort on the part of the staff to incorporate parents in the mentoring
process in meaningful and productive ways that were attuned to both the
strengths possessed by the family and the challenges they faced” (pg. 79).
Staff engage in practices that serve to strengthen the
relationship with parents including home visits to get to know the family
system.
Staff convey value and respect for parents including
communicating the value that parent check-ins/reports add, and the
understanding that mentors are added support rather than replacements
within youth’s existing family system.
Programs adhere to the philosophy that “healthier families
lead to healthier mentor-youth matches” and thus use their community
connections to broker access to resources for families when possible.
Programs create opportunities for families to learn from and
support one another (e.g., parent advisory councils and parent only social
nights).
21. Collaborating with families: This approach is characterized by
an “…articulation of a team approach to promoting the
youth’s development and supporting the mentor-youth dyad,
with the parent serving as an equal and significant member of
this team” (pg. 79-80).
Parents are experts of their child’s needs and are
enlisted as assets/allies with a voice within the mentoring
process.
Staff engage parents in a respectful and non-
judgmental manner in order to facilitate bidirectional
communication and perspective taking between parents and
mentors.
Program practices acknowledge parent’s
decision-making power (e.g., parent-mentor meeting prior to
match initiation).
22. P.E. Toolkit
Building a parent
engagement toolkit?
What does your
program do
currently that works
or doesn’t work?
Spend 10-15 minutes
writing down how your
organization
“connects with
parents.”
23. What do schools do?
http://education.ohio.gov/Topics/Other-Resources/Family-and-
Community-Engagement/Getting-Parents-Involved/Sample-Best-
Practices-for-Parent-Involvement-in-Sc
https://www.youtube.com/watch?v=KiHMZuxsgUw
24. Target Marketing
Know your audience
Strategies that work for middle class parents
don’t work with low-income families and vice-
versa
25. Parent Engagement Research
http://www.albany.edu/chsr/UnderstandingPare
ntEngagementtoEnhanceMentoringOutcomes.
shtml
27. Best Practices
Accommodate parents' work schedules.
Accommodate language and cultural
differences.
- See more at:
http://www.educationworld.com/a_curr/curr200
.shtml#sthash.1BicxfKz.dpuf
29. Scenario 1
Mentoring or Afterschool Program is
organizing a Parent Orientation to explain
program details
30. Research has shown that engaging families
through youth development and after-school
programs may benefit children.
Boys & Girls Clubs of America’s Family PLUS
initiative.
32. Challenges
Yet families and programs face numerous
challenges to implementing family strengthening
and engagement efforts. Parents’ work schedules
and time con- straints, transportation and child
care needs, family culture and language, and
residence outside of the neighborhood create
obstacles to family engagement (Debord, Martin,
& Mallilo, 1996; Weiss & Brigham, 2003).
Inadequate staff- ing and funding as well as
negative staff attitudes towards families or an
overall unwelcoming atmosphere prevent some
programs from effectively attracting families
(Intercultural Center for Research in Education,
2005; James & Par- tee, n.d.; Robinson &
Fenwick, 2007; Weiss & Brigham, 2003).
33. Section 3. Communicating within the Family
3.1 Communicating effectively with children at all
stages
3.2 Developing Digital Responsibility
3.3 Expressing and communicating feelings and
emotions
3.4 Identifying family communication patterns
3.5 Communicating with children about sexuality
3.6 Dealing with anger in the family
3.7 Helping children learn to manage and resolve
conflict peacefully
3.8 Defusing family disagreement
34. RULES FOR REACHING OUT TO PARENTS
Be positive.
Focus on the child.
Emphasize their child’s strengths.
Be sincere.
Don’t talk down to parents.
Don’t talk over their heads...watch the jargon.
Don’t criticize their parenting skills.
Avoid touching or being overly familiar with parents who don’t know you.
Never assume parents don’t care about their children.
Be aware of cultural stereotype statements, such as:
“you people”
“you’re different from other _______ people” “many of my friends are
__________”
Don’t blame or point out their weaknesses.
35. BENEFITS OF PARENT/FAMILY INVOLVEMENT HIGHER
STUDENT ACHIEVEMENT
Students achieve more, regardless of socioeconomic status,
ethnic/racial background, or the parents’ education level.
Students have higher test grades and test scores, better
attendance, and complete homework more consistently.
Students have higher graduation rates and greater enrollment rates
in postsecondary education.
Student achievement for disadvantaged students improves
dramatically.
STUDENT BEHAVIOR
Students exhibit attitudes and behaviors that are more positive.
Students have more self-confidence and feel school is more
important.
Student behaviors such as alcohol use, violence, and other
antisocial behaviors decrease.
36. CULTURE
Children from diverse cultural backgrounds tend to do better
when parents and professionals work together to bridge the
cultural gap between home and school.
The school’s practices to inform and involve parents are
stronger factors in whether parents will be involved in their
children’s education than are parent education, family size,
and marital status.
Successful schools engage families from diverse
backgrounds, build trust and collaboration, recognize and
respect and address family needs, and develop a partnership
where power and responsibility is shared.
For low-income families, programs offered in the community
or at a faith-based organization or through home visits are
more successful than programs requiring parents to come to
the school.
37. AGE
• Parent involvement clearly benefits students in the early years, but
continued parental involvement shows significant gains at all ages and all
grade levels.
• Middle school and high school students make better transitions, maintain
the quality of their work, and develop realistic plans for the future.
SCHOOL QUALITY
• Schools with parent-teacher organizations have higher student
achievement.
• Improved teacher morale and higher ratings of teachers by parents.
• When schools are held accountable, school districts make positive
changes in policy and practice, improve school leadership and staffing,
secure resources and funding to improve the curriculum and provide after
school and family support programs.
• Schools have more support from families and more respect in the
community. • Schools make greater gains on state tests.
38. WRITE DOWN Ten things
Programs want parents to do Parents want programs to do
40. Helpful Materials
Parent Engagement
Handbook
http://massmentors.org/sites/
default/files/Parent%20Engag
ement%20Handbook%20MM
P%20Web.pdf
(1)Henderson, A, & Mapp K,
A (2002). New Wave of
Evidence: The Impact of
School, Family and
Community Connections on
Student Achievement,
Southwest Development Lab,
Austin Texas.
(2)Go to the Center on
School, Family, and
BGCA Family Plus
http://files.eric.ed.go
v/fulltext/EJ908207.
pdf
41. Organizational view
How does your
organization view
parents and families?
Create a parent
survey to determine
“parent satisfaction”
as customers
Create a parent
advisory board made
up of credible
messenger from the
parents and let the
parents
lead/organization just
facilitator
42. What organizations can do
Focus programs to support parents as advocates for change
and partners in school improvement as well as programs that
support parents as helpers at home.
Educate and support parents with courses and training on
specific topics (GED, college credit, family literacy) and
general skills (effective communication, decision-making,
negotiation, mediation) so they can support their children’s
education.
Sponsor workshops to improve parent knowledge of school
policies, procedures, graduation requirements and post
secondary school preparedness.
Provide activities that promote fellowship and leadership –
parents building relationships with people like them will help
with their own role construction and sense of efficacy.
Recruit parent leaders who are representative of the student
population to attend conferences and trainings on education
issues.