Developing And Implementing Strategies For Establish Parent Involvement

There are many ways for parents to actively participate in their student’s education. Scholastic.com recommends including tips for helping parents get involved. In this 6th grade classroom, each EC parent will receive a copy of their child’s IEP goals, along with the date of their annual review and re-evaluation date, if applicable to this school year. Parents are asked if there is a preferred day of the week and time to best schedule future IEP meetings. Attached to this information will be contact information for both co-teachers including email address, school phone number, planning time and a calendar denoting the designated monthly parent-teacher conference days and times. Additional components of the parental involvement piece to Curriculum Night includes an invitation to join our PTO, sports schedules, and information about proctoring. Parents are also encouraged to occasionally eat lunch with their child in the school

Teacher collaboration can support professional development in schools. The importance of teacher collaboration can strengthen school and build teachers’ knowledge. The article discusses the significance of teachers’ social networks, a network of social interactions and personal relationships for teaching and learning as well as educational change. Social networking assists teacher collaboration. Teachers are able to communicate and ask for advice, collaborate on ideas, or as for help. Teachers may also exchange resources or provide opportunities to build teacher

In order to establish and maintain interest there needs to be regular and reliable communication and sharing of information between the school and pupils families. Schools must create an effective partnership by providing an open and communicative environment with its wider community, forming a link between the classroom,

Parent and Community involvement does not occur overnight. I feel that schools must make parent and community involvement a priority, valuing and accepting each other’s differences. Schools, families and communities must work together to support all students in a learning environment to ensure every student is a successful learner. Positive family and school involvement fosters a partnership among my school encouraging students to reach their highest potential academically and in life. Parent and community involvement does not mean stay-at-home mothers coming to school to help as needed, or a businessman stopping by to see events occurring on campus. The role of school, family and community involvement is a partnership incorporating goal-oriented activities for all grade levels linked to academic success and student growth.

Collective research focusing on family-school partnerships provide an extensive examination of parent involvement. Smith et al., (2011) referred to parent involvement as school, family, and community partnerships for the purpose of shared expectations, responsibilities, interests, and correlating influences of family, school, and community. Epstein’s (2008) framework of parent involvement approached parent involvement typologies from an institutional perspective; the framework for this literature review was conducted with a parental perspective that may positively affect academic achievement among students in 6th – 12th grades attending high poverty, rural schools. An explanation of Epstein’s six categories of parent involvement follows:

Promoting the confidence and engagement of parents is identified as a priority for schools within Ofsted’s new framework (2014) and emphasises the belief that parental engagement will not be effective unless it is planned for and embedded within whole school policy. Shussler, (2003) suggests establishing partnerships with parents builds a sense

Communication between teachers and the parents of students is essential for the growth and success of the student both inside and outside of the classroom. This communication is best achieved through parent conference opportunities. One way that this is achieved is through regular open house nights. This is where parents, and other members of the community, are invited to come to the school and talk to the teachers and other faculty at the school. Another conference opportunity presents itself in a scheduled appointment between the teacher and the parent. This will enable the parent to meet face-to-face with their child’s teacher during a time that is more convenient to them, as these appointments can occur before, during, and after school. Additionally, conferences can take place over the phone. This is a convenient way for both parties to communicate effectively in a way that works best for them.

learning and development as listening to the parent about their child is important as it will help the

One of my goals for the future is to obtain my master degree in school counseling. I believe that school counselors can make a tremendous difference in student lives; they can empower students to reach their full potential. I am currently working as a Parent Involvement Facilitator for the Washoe County School District, and I am also doing my internship with a school counselor at an elementary school. In addition, my undergraduate degree is in Human Development and Family Studies. Also, I volunteer at my church as a youth leader. Most of the positions where I have worked or volunteered, I have been able to work with families to help them reach their goals. For example, in my position as a Parent Involvement Facilitator I help families find

By informing parents of the ways in which they may be able to assist (Fellowes, 2010), paired with flexible commitment offers, teachers are setting a comfortable and casual scene for parents to become involved in their child’s learning.

According to Michael Seville, a writer for Eutopia Magazine, “… parental involvement is a key ingredient in how well a student learns.” The idea of parental involvement in their school is not a concept exclusive to charter schools. There are many traditional public schools that are launching programs to do just that. In Saratoga, California, an elementary school has made it mandatory for parents to volunteer and attend a seven-session STEP (Systemic Training for Effective Parenting) class. This class is designed to help improve the parent’s usefulness when they appear in class. According to the principal of the McAuliffe Elementary, Michael Kalb, even single working parents are able to find a few hours a month to help out, even if it is in the evening. Since the inception of this program, teachers have noticed more cooperative behavior of their students and a willingness that was not present before. These types of programs could be and should be incorporated into any traditional public school in any part of the country and would create a synergy within the school of parents, teachers, and students.

The symbiotic relationship between teachers and parents is crucial to the educational success of a student. Parents must be involved with their child’s education through consistent attendance of IEP meetings and advocate for their child and their needs at school. Teachers can encourage parent involvement through, traveling notebooks home and note home programs which establish an open line of communication between teacher and parent. Parent-teacher conferences are a great way for teachers and parents to be involved in the success of the student's educational experience.

For example, parent visitation days, in which parents can observe in the classroom and also written communication, such as supplemental reports, happy grams, special certificate, or news letters (Shea & Bauer, 2012). In Sheila’s case, the school should find a way of communication to monitor Sheila’s life outside her school by following up on her when she skips school with no further notice. Another way of collaboration can be achieved when the school set some days for each parent to come to school and interact with their own child with some activities. For example, setting a parent’ computed day, in which students become their parents’ teachers (Shea & Bauer,

On October 20, 2016, I actively participated in and led the Parent Academy Program at my school. Parent Academy was designed for parents, families, and community members to participate in sessions to better understand what our students are doing in the classrooms. This covers a wide spectrum, from academics to behavior. Parents learn and are reviewed on PBIS rules and expectations, as well as the standards that are being covered this term in all grades. We role-modeled scenarios with parents for academics and behaviors. Also, participants made comments or suggestions for improvements that need to be made per our school’s academic and behavioral data. Participants also visited the classrooms in which their children were enrolled in to make

The parent and community involvement program that I would design would incorporate social and learning opportunities for parents and community member to become active with their English language development. Offering free Adult English Language classes where parents and community members could attend 2-3 nights a week would be an aggressive approach in acquiring the English language. But in the real world, this is extremely difficult for a lot of people to commit to. Some parents work long hours in physically demanding jobs and have young children that they need to tend to when they get home. I would have this program available for those that could participate, but also offer monthly courses that parents or members of the community could attend without having to commit to the entire program. They could attend the sessions that they are interested in and that fit in their schedule. This program would help parents connect with their child’s school community and would also benefit the student. Each month of the school year would focus on a specific topic that would engage parents in the school community.