Discussion 1-Enacting Social Change

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Walden University *

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Psychology

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Jun 2, 2024

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Enacting Social Change According to Stoll et al. (2006, p. 229), a Professional Learning Community is a group of people who work together, share, and critically examine their practices in an ongoing, reflective, collaborative, inclusive, learning-oriented, growth-promoting way.' The fundamental purpose of this is 'to enhance teacher effectiveness as professionals, for students' benefit.' I believe that an effective PLC's ultimate focus should gear towards students learning and the influence of positive social change (Watson, 2014). You would think that with all the resources that we have to our advantage, student's performance academically would be at the required grade level, but this is not the case. Why is that so, you may ask? Well, one of the most significant challenges that we face in my school's community is the lack of parental involvement/support. It takes a community to help with a child's development, whether through nurturing or academics; a solid partnership between all stakeholders is relevant to any child's growth. Most teachers go above and beyond for their students with little or no resources available, but that is not a factor at my school. Students are given an adequate amount of time, resources, and support; parents need to understand that learning also takes place outside the perimeter of the school's campus. They need to participate in homework assistance (encompassing various activities and attitudes), parent-teacher conferences, and school functions. General parental involvement has shown an increase in student academic achievement (Fan & Chen, 2001; Hill & Tyson, 2009; Jeynes, 2007; Jeynes, 2012). Learning should start from within the home then formal training is developed within the schools. It is a partnership between school and home that helps with students' achievement, growth, and development. Parents need to play their part as much as teachers do. Learning does not and should not stop at the end of a school day. The content of the day's work should be

reinforced and reviewed under parental supervision. Homework, projects, and assignment should be monitored and guided by parents for students to produce constructive work. The quality of work produced by students with parental supervision to those who receive none is evident even in their performances within the classroom. This shows that parental involvement motivates students to increase their work quality and productivity, which contributes to the supportive environment needed for students to succeed (Christenson, Rounds, and Gorney, 1992). Jorge López expressed the value of relentless struggle, unity, and education that his parents instilled in him and how hard they worked to ensure that he had a better life through education (Nieto, 2014). Parental involvement includes consistent communication between school and home; this enables parents to understand better how to meet their child's educational needs at home. Most of my students are from expatriate families; thus, parents are busy working to provide a better situation for their children. However, this can implicate a child's academic performance if they do not have that learning support at home to assist. While listening to Isheba James' story about overcoming trauma as a child due to abandonment and parental neglect. She highlighted how blessed she was to gain the redemptive power of caring grandparents who adopted her (Walden University, 0:14). I am sure that their influence and commitment to her education contributed significantly to her career path. For reasons like James, I want to build a better partnership with parents and get them involved more consistently in their child's learning. I have two questions for my peers: What have been your experiences with reaching out to parents who are not actively involved in their child's learning? How do you create partnerships with the parents to get them involved in their child's education? I know that if the quality of knowledge were to be measured by the number of resources and technology used within my

classroom, my students would undoubtedly be at the top of their year level. However, we all know that it takes more than that to achieve successful results. Nonetheless, I can create positive social change where students can achieve far more with the support of their parents. I am empowered to continue my quest to work with parents to solidify our partnership in order to rectify the challenges of lack of parental support.

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References Christenson, S. L., Rounds, T., & Gorney, D. (1992). Family factors and student achievement: An avenue to increase students' success. School Psychology Quarterly, 7(3), 178- 206. Fan, X., & Chen, M. (2001). Parental involvement and students' academic achievement: A meta- analysis. Educational Psychology Review, 13(1), 1-22. Hill, N. B., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740-763. doi:10.1037/a0015362 Jeynes, W. H. (2007). The relationship between parental involvement and urban secondary school student academic achievement. Urban Education, 42(1), 82-110. Jeynes, W. (2012). A meta-analysis of the efficacy of different types of parental involvement programs for urban students. Urban Education, 47(4), 706-742. Nieto, S. (2014). Why We Teach Now. Teachers College Press. Watson, C. (2014). Effective professional learning communities? The possibilities for teachers as agents of change in schools. British Educational Research Journal, 40(1), 18– 29. https ://web-a- ebscohost -com. ezp . waldenulibrary . org / ehost / pdfviewer / pdfviewer ? vid =1& sid =20d87 eb 8-2156-4c78-b42c-c2365a034855%40 sessionmgr 4007

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