Parents in Partnership at School

PARTNERSHIP

Dunne, 1992.

Partnership between a Catholic school and the families of the students must continue and be strengthened: …..so that the educational goals of the school may be realised……. It is not a question of convenience, but a partnership based on faith. Catholic tradition teaches that God has bestowed on the family its specific and unique educational mission.

The Religious Dimension of Education in a Catholic School, 1988.

No two groups have more to gain from working together to help children become effective adults than the family and the school.

Parents who understand the education system and the difficulties schools face are a valuable source of support which schools cannot afford to underestimate.

Teachers who understand the value of parents and engage them effectively in their children’s learning maximise their educational opportunities.

Parents recognise that school education is a vital part of lifelong learning …… However, they also want it acknowledged that while schools and teachers change over time, parents remain the consistent, continuing influence in the education of their children. Parents and families influence fundamentally the attitudes and values which their children possess and bring to school. Parents are essential guardians of school education in partnership with many individuals and organisations. Free, 1995.

Parents are partners in education not merely as people who are co opted. Partnership implies that there is no choice: involvement, on the other hand, is a grace and favour thing.                                                                       

                                                                                                              Beare, 1987.

Parental interest is a more potent influence on children’s’ learning success than parents’ occupation, education level, cultural background or family income level.                                                                Snodgrass, 1991.

RESEARCH FINDINGS

Ø                 The family makes critical contributions to student achievement. Efforts to improve children’s outcomes are much more effective if they encompass families.

Ø                  When parents are involved at school, children do better and stay longer at school.

Ø                  When parents are involved at school, their children go to better schools.

Ø                 Children do best when their parents are enabled to play four key roles in their learning: teachers, supporters, advocates and decision makers.

Ø                 The more the relationship between family and school approaches a comprehensive, well planned partnership, the higher the student achievement.

                                                                                                                                                                              Henderson and Berla, 1994.

PRESENT SITUATION

Ø                  Many parents don’t feel they have a sense of themselves as equitable partners.

Ø                  There remains an ‘aura’ about teachers which sets them at a distance from parents. Meetings usually happen when things go wrong.

Ø                  Parents feel that their role is as a helper to staff. They are happy to respond to invitations rather than to look for initiatives and have little concept of setting the agenda for partnership.

Ø                  Many staff  members see parents in  the traditional role  as fund raisers for the school.

Ø                  Parents do have expertise in knowledge and skills which would assist the teaching and learning process. Some obvious areas would be in vocational education / job placement / apprenticeships, technology, business, sport and cultural activities.

DEVELOPING POSITIVE RELATIONSHIPS

Ø                 Parents and teachers have different roles in education but both are about the same outcomes. Raise consciousness of parent role.

Ø                 Parent leadership can only happen if the school initiates it. The Principal and teachers control the agenda and are empowered to influence parent partnerships. Promote parents as indispensable members of the school community.

Ø                 Demonstrate that working with parents is a key feature of the overall school philosophy and approach. Where a strong sense of partnership i.e. shared rights and responsibilities does exist, there is corresponding evidence of this understanding written into school policy documents.

Ø                  Support the induction of new partners, both parents and teachers.

Ø                  Inform parents of the changing teaching and learning environment and encourage (expect) their participation in the implementation of new processes.

Ø                  Involve parents in the development of assessment and reporting procedures.

Ø                  Adopt a cooperative and a lifelong programmed approach to faith development.

Ø                  Encourage continued development by providing a framework to regularly review progress and achievement.

BUILDING PARTNERSHIPS 

Ø                  Effective parent / teacher partnerships are the greatest support children can receive in their education.

Ø                  Remove obstacles to partnership - a lack of involvement may be seen by some as parent apathy or lack of interest.

Ø                  Parents will respond positively to an invitation to partnerships with teachers when they realise the benefits which can flow.

Ø                  Partnerships will develop differently in each classroom but have overall benefits for the school and home.

Ø                  Raising the confidence level of parents – being inclusive, explaining the system, inviting them frequently, forming discussion groups, granting genuine decision making power.

Ø                  Raising the confidence level of teachers - reducing fear of parents, clarifying and respecting roles and relationships – in loco parentis.

Ø                  Work programs are to cater for the individual needs of students in each school. Do they? When teachers are writing programs, seeking parent contributions would improve the relevance of such programs. values and aspirations.

Ø                  Knowing parents personally and sharing professional knowledge.

Ø                  Informing parents about issues involving the curriculum including reporting and assessment, personal development, behaviour management, faith development and to have some input into the decision making processes.

SOME PRACTICAL STEPS

Ø                 Adopting a family involvement policy stating the school’s willingness and desire to work in partnership with, parents, families and the community.

Ø                  Surveying staff and families regarding the school’s current promotion of family and community involvement.

Ø                  Introducing school policies and programs on a suitable occasion at the start of a year.

Ø                  Working with parents, students, teachers, and community members to develop a learning contract which involves school parent communication  with regard to academic progress, including homework and school and home reporting, and articulating the roles and responsibilities of parents in their child’s education.

Ø                 Developing a school program in consultation with community members which considers factors such as the timing of school events, accessibility, implementation, evaluation, and methods to reach all families.

Ø                 Developing involvement strategies including classroom activities which take into account the knowledge, skills and experience of parents.

Ø                 Establishing ongoing communication between the school and home. Such communication may involve introductory and end of year letters to parents and students, contract letters, notes for keeping in touch, phone and email communication and classroom newsletters.

Ø                 Developing personal contact with parents and families through parent-teacher-student meetings, home visits and appointing a class liaison parent.

Ø                 Creating a parent support centre within the school that families can call their own. equip it with comfortable furniture, a phone, tea and coffee making facilities and parent resources.

Ø                 Provide a welcoming atmosphere in the school and particularly in classrooms. Open days, classroom observations, social activities and community faith celebrations are opportunities to demonstrate this spirit of partnership.

Ø                 Helping parents understand their roles in building a strong parent/school relationship such as getting to know the class teacher well, asking questions on educational and personal development topics, spending time in school activities, and monitoring homework.

Ø                 Offering workshops to parents and families on school related issues such as curriculum changes, assessment and reporting achievement, and effective parent teacher communication as well as parenting skills,  student motivation, stress and peer relations.

Ø                 Inviting parents to participate actively in lifelong faith education activities such as class and Masses, celebrations for the school founders and significant personalities in the school’s history, prayer services, lectures on topics of faith and morals, student, staff  and parent retreats.  Follow such events with a meal or social gathering.

Ø                 Encouraging parents who have had negative experiences of school by providing practical skills and enrichment activities.

Ø                 Acknowledging the diverse cultures of the school population and teaching with a multicultural perspective with particular reference to the indigenous culture.

Ø                 Providing the school resources for the community to participate in educational, recreational, social, religious and cultural activities. As the community feels more comfortable with using the school for activities such as adult education and faith development, concerts, parties, markets and celebrating days of national significance, members are likely to become strong advocates for the school.

Ø                 Encouraging teachers to become involved in community activities.

Ø                 Regularly reviewing and reassessing family involvement using surveys, telephone interviews, meetings and working parties to encourage the successful initiatives and to improve areas of concern.

Ø                 Evaluating the school’s approach to authentic partnership by using a checklist of quality indicators to determine success.

Ø                 Allocating time in professional development programs for improving communication so that both teachers and parents feel free to ask the important questions regarding the child’s education.

Ø                 Acknowledging the efforts of parents who are volunteering their time and expertise to help teachers and students.

Ø                  Praising the efforts of students in the presence of their parents and acknowledging the parent’s role in the child’s development.

Ø                 Offering greater opportunities for parents to represent the school in the wider community and encouraging active parents to invite the participation of new parents.

Ø                 Organising the operation of committees and other agencies within the school to promote effective interaction and to provide opportunities for all  parents to participate actively. 

PRINCIPAL SUPPORT

Ø                  Promote the educational vision of the school as a community commitment.

Ø                  Incorporate the parent perspective and involve parents in decision making in policy development, financial planning, communications, curriculum, and staff development.

Ø                  Develop a partnership policy and distribute it widely  in the local community.

Ø                  Investigate the establishment of a parent support unit in the school.

Ø                  Communicate the value of partnership through newsletters.

Ø                  Invite parents to seminars, workshops and conferences to develop confidence and inform parents of the changing nature of the curriculum.

Ø                  Identify areas of parental expertise and use them as resources.

Ø                  Encourage family rituals, celebrations, prayers by distributing appropriate resources.

Ø                  Promote parents as teachers, supporters, advocates, decision makers.