Increasing Parent Collaboration Analysis

In an educational environment portrayed by an immense weight on accountability, our nation has been occupied outlining its educational goals to allow us to take part in a global economy. Even in this situation, the notion of family and parent participation in school takes precedence. There are two substantial examples of this. First, in 1994, Congress constituted the Goals 2000: Educate America Act. In composition with Goal Flight, "By the year 2000, every school will promote partnerships that will increase parent involvement and participation in promoting the social, emotional, and academic growth of children" (Sec. 102, 8, A). Some of the aspirations of this goal encompassed the installation of programs to increase parent involvement, encouraging parents in the support of academic excellence of children at home, and shared decision making at school. Second, parents are referred to a few hundred times in various parts of the No Child Left Behind Act (2002), specifically in Section 1118, Title 1. This section of the Act is written explicitly for parent involvement. “More specifically, this section requires that school districts and schools receiving Title I dollars must have a written parent involvement policy and build school capacity to effectively

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,

Parents and Staff: Everyday written report was given to the parents for mealtime and diapering log, there was Family Board Bulletin where milestone moments of each child were posted. Both teachers in the class communicated well with each other. The director(Kelly) was very helpful and supportive to all her staff members. At this time, they are short of staffs but Kelly is accepting new applicants. When new teacher is accepted she/he will undergo orientation first before working with

As a future educator, I am mindful of the fact that it’s my job to find out why my student is struggling. Sitting down with the child may help me determine the problem. Parents are also one of our greatest resources at our disposal, and I plan to take advantage of that. Parents see different things at home than in the classroom. Conversing

In conclusion after this research I am well aware of how one issue that the child is no way in control of can affect them in the classroom and as well later in life. That Elementary Education is the foundation of a student’s future and can make or break a student. We as educators need to make sure that everything we do is for the children. Programs are created to make sure every child has an education no matter what circumstances or the background children come from. In America

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.

Ms. Wilson mentions “addressing during conferences the importance of school readiness goals” (Wilson Interview, 2017). She goes on to say that most parents think that they are sending their children to a daycare and the children are not receiving any educational benefits but that these are also the parents that do not take advantage of the workshops or volunteer opportunities. It is important for parents to learn and understand how their child is developing and growing before they get to elementary school where so much rides on standardized testing.

There must be excellent forms of communication in order to have effective parental involvement. Herndon High School has numerous resources that have been utilized to inform parents regarding their children or used to get parents involved with the school. When teachers want parental involvement, they have the capability of sending progress report via e-mail. Additionally, twice yearly there were “Touch Base”. Touch base was an opportunity for teachers to have mini conferences, no more than three minutes, early in the morning. In additional to using newsletters, e-mail, the telephone, mailing letters and progress reports, the school website’s is a valuable resource and has a wealth of information for parent to be involve with different activities.

Teachers need to increase understanding about how, and why, parents construct their involvement in different ways. Parental involvement may also vary because of differences in ethnic and cultural backgrounds between parents and teachers. I believe that supporting parental involvement requires knowledge by school's staff on how to involve parents in their children's education.

Parent involvement is generally seen to have a positive effect on childhood academics. In the

This report provides a comprehensive overview of a transition meeting for a five-year-old student who will be attending a mainstream kindergarten class at the school next year. The primary purpose of the meeting was to initiate the development of a meaningful, professional relationship between teachers, the student (alias: Ben) and his parents. The time taken to build rapport with the family upon entry to the school was an essential step towards developing a collaborative team who can work together throughout Ben’s school life to provide the most beneficial individualised learning experience for him (Staples & Diliberto, 2010; Dettmer, Knackendoffel & Thurston, 2013).

These parents are faced with the barriers mentioned throughout the literature. A specific barrier that has been observed with the parents living in the area – are the parents themselves. Parents enroll their children into pre-kindergarten but remove them before the school year ends or keep the child home excessively. This can become a hindrance on the child’s learning, cognitive and social development. Research supports the importance of parent involvement during the early year. The overall goal of establishing an early literacy intervention for parents is to prepare young children to begin school at or near grade level. Parent involvement is key in preparing children for school readiness. This intervention can provide an understanding and awareness of what parent involvement requires for families who need the encouragement, empowerment and the most support. There are many barriers that can stand in the way but little things like conversations, reading a book together, singing the alphabets or nursery rhymes, watching educational programs can make a big difference in a child’s perception of

Parent Involvement during the primary school years is a key factor in a child’s education. Having parents or even a parent being involved in their child’s education significantly increases positivity in the classroom and at home. Children who know they have a parent or parents that check their homework, go over study guides, stay in contact with the teacher, etc. want to strive to do a better job in the classroom. Teachers, administrators, students and the parents can all benefit from the importance of Parent Involvement. Schools shape the community, and from the help of parents staying involved and knowing what is going on in the classroom, it helps policymakers decide what the best rules and procedures are for our schools. Studies show that students with positive parent involvement lead to better test grades, homework, and attendance. Even though parent involvement is important in all of the years of a student’s educational journey, involvement in the primary school years shape the path ahead for a successful student, which comes from a positive parental influence.

Parents and teachers both hold that responsibility to teach and guide children into the right direction. When discussing parental involvement, it seems almost natural that a parent would want to be involved in their child’s education. There are so many factors of why parents are not involved. Despite the recent backlash against so-called “helicopter parents”, parental involvement in school is necessary for student success.

There are a few things that most everyone agrees is good for education: Good education starts with good teachers, adequate funding is critical, and parent involvement is important to student success. There’s a huge debate out there asking how America can improve its education system. Some argue the key is in improving the quality of teachers, others insist that it’s strictly about more money spent on education, but what about parent involvement? It’s widely accepted that parents being involved in their children’s education dramatically helps student achievement. However, despite it being considered a good thing, what is being done to promote it? Another question to consider is what difference does parent involvement make? Even more important, those parents who don’t get involved, who are they and why are they disinterested? These are some of the questions to consider. Surprisingly there isn’t much data out there addressing them. Parents may be one of the keys to fixing America’s education, it’s just a question of how.