Family School and Community Partnerships in the Pacific IslandsKatherine RatliffeUniversity of Hawaiiratliffe@hawaii.edu

Agenda

What are family, school and community partnerships?

What does research say about FSCPs?

What do the laws say about FSCPs?

How do FSCPs work in the Pacific? What role does culture play in interpreting this concept?

What skills/attitudes do teachers need to promote successful FSCPs?

What resources are available to learn about FSCPs?

What are FSCPs?

Activity

Parents, educators and community members working together in many different ways to support and promote children’s learning.

One Way To See Partnerships

Epstein’s model of overlapping spheres

Home School

Community

Child

What is Your Experience

Activity: Work in small groups (3-4) What have been your experiences as a parent

in working with your children’s schools? OR What have been your experiences as a student

having your parents work with your school?

Have you Ever?

Volunteered as a tutor.

Volunteered as a program coordinator or organizer.

Attended a college preparation meeting.

Attended strategy session for helping students with homework.

Participated in a parenting class.

Participated in an adult ESL class.

Participated in an adult literacy class.

Participated in an adult enrichment class.

Participated as a guest speaker or instructor.

Participated in facility planning or building meeting.

Participated in school-parent decision making activity.

Attended a school open house. Attended a parent organization

meeting. Attended a meeting regarding

student’s classroom behavior or achievement.

Participated in a parent-teacher conference.

Contributed funds or materials for school fundraiser or booster program.

Voted in a school election or bond issue.

Talked via phone about student’s behavior or achievement.

Accessed information about student’s assignments via e-mail, Internet, or phone.

Traditional Vs. Reciprocal

Traditional

Typically, takes the form of a request from the school for family or community member to act.

In traditional interactions, school staff are generally the only ones who benefit from the involvement.

Reciprocal

Typically, has benefit for school and families equally.

Programs that are characterized by reciprocal interactions among students, school staff, family, and community members have greater benefits to all involved.

What does research say about FSCPs?

Activity: What do you think are the benefits of FSCPs?

When families are more engaged with their children’s education: Children do better academically (grades, test

scores) Children do better behaviorally (fewer suspensions,

etc.) Children do better socially (make more friends,

participate in more activities)Henderson & Mapp, 2002

Family Involvement is associated with improved academic success across ethnic groups (Fan & Chen ,2001; Jeynes, 2007)

Subgroups with at-risk characteristics for academic underachievement (poor, English language learners, immigrants, single parent families, families with children with disabilities) may benefit even more (Dearing, Kreider, Simpkins, & Weiss, 2006; Tang, Dearing, &Weiss, 2012).

Three Elements of Success

Parents' role construction defines parents' beliefs about what they are supposed to do in their children's education.

Second, parents' sense of efficacy (their belief that they can be successful) for helping their children succeed in school focuses on the extent to which parents believe that through their involvement they can exert positive influence on their children's educational outcomes.

Third, general invitations, demands, and opportunities for involvement refer to parents' perceptions that the child and school want them to be involved. Hoover-Dempsey

& Sandler (1997)

Parents’ Role Constructions

What parents believe about their roles in education depends on culture (Harkness & Super, 2002).

Example: Mexican families believe they are responsible for children’s moral development and the school is responsible for academic development. Therefore, they often do not ask questions of teachers.

Example: Chinese families believe that education is the child’s responsibility and families provide material resources only (pay for education, books, etc,).

Activity: What are Pacific Island parents’ beliefs about their roles in education?

Parents’ Self Efficacy

Self-Efficacy: Beliefs about how much they can help. Parents may have little education of their own Parents may be unfamiliar with the school

system They may not feel confident to make choices

about which high school classes their child should take, and other decisions.

They may lack good language skills (English)

(Pena, 2000)

Perceptions that Schools Want Parents to be

InvolvedDo schools/teachers invite parent

involvement or provide opportunities for them?

Do parents feel that their help is welcomed by schools?

Are parents very busy with making a living?

Do parents live far from schools?

Do parents know how to help?

What do the laws say about FSCPs?

NCLB (ESEA) (No Child Left Behind/Elementary and Secondary Education Act) Mandates that schools have plans

for including parents on multiple levels in their children’s education

IDEA (Individuals with Disabilities Education Act) Parents must be equal members of

the IEP team Parents must be informed

regarding all testing

What About Culture?

Activity (small groups): How could culture affect FSCPs on your island?

Barrier Reason

Activity (small groups): What could FSCPs look like on your island? What would work to get parents more involved? Think broadly!

What skills/attitudes do teachers need for successful FSCPs?

Good listening skills

Creativity

Ability to develop relationships/trust

Respect for differences

Support from principal/school/other teachers

Time and a plan (a flexible one)

Charlotte Danielson’s Framework for TeachingDomain 1: Planning and Preparation

Demonstrating knowledge of content and pedagogy Demonstrating knowledge of students

Domain 2: The Classroom Environment Creating an environment of respect and rapport Managing student behavior

Domain 3: Professional Responsibilities Communicating with families

Domain 4: Instruction Communicating with students Engaging students in learning

Do FSCPs fit with Standards?

Types of Family & Community

Connections with Schools Fostering Supportive Home Environments

Promoting Shared Decision Making

Expanding Family, Community, and School Communication

Coordinating Resources and Services

Fostering Volunteer Support

Supporting Youth Development

Supporting Learning Outside of School (and)

Expanding Community DevelopmentSouthwest Educational Development Laboratory, 2005

Fostering Supportive Home Environments

Strategies that assist families with parenting skills & help create home conditions to support student academic achievement. Parenting classes Homework that includes family members

Benefits Increased student academic achievement because

students receive more support for classroom learning activities at home

Greater knowledge and skill for family members about how to support their children not only academically but physically and emotionally

Promoting Shared Decision Making

Strategies that include families and community members as partners in school decisions. Invite family members to sit on school committees Have community meetings to discuss upcoming

decisions about curriculum, facilities or testing

Benefits Enhanced family-school interactions that bring

about improved relations among all those involved and support for the school’s academic efforts

Additional resources for school improvement efforts

Expanding Family, Community, and School

Communication Strategies that help to promote effective two-

way communications among schools, families, and community members or groups. Suggestion boxes Bulletin boards Principal tea or coffee hour Communication books (for younger students)

Benefits Greater knowledge and access to programs

that support student, family, school, and community needs

More involvement in school and community programs

Fostering Volunteer Support

Strategies that organize and support family and community members in their efforts to support the school and its students. School clean up days Opportunities for parents to help in

classrooms Field trip chaperones

Benefits Greater support for student academic

success and for school improvement efforts Positive perception of school staff, efforts,

and programs

Supporting Learning Outside of School

Strategies that involve families and partner organizations to support learning in a variety of settings other than the classroom. Internships in local businesses for students Opportunities for field trips and community partnerships School-community partnerships to raise money to provide

school lunches

Benefits Additional support for student learning and personal

development that might lead to increased academic achievement

Additional support and resources for school improvement efforts

What Does Your School Do?

Activity: Form small groups of 3-4 What school activities foster supportive home

learning environments in your school? What school activities foster shared decision

making in your school? What school activities foster family, community

and school communication in your school? What school activities foster volunteer support

in your school? What school activities foster learning outside of

school in your school?

Make a Plan

In your small group:

Decide on 2-3 things each of you would like to get started in your school to improve family, community and school partnerships at your school.

How will you get started? List three steps you will take.

What supports will you look for in order to be successful?

What resources are available to learn about

FSCPs?Research

AFFECT Project (www.affect.hawaii.edu)

SEDL (http://www.sedl.org/connections)

AFFECT Project Websitehttp://www.affect.hawaii.e

du

AFFECT Modules

AFFECT Video library

Thank You!