Enas Mahmoud Integrating Parental Involvement in the Professional Learning Community

(PLC):

Early Foreign Language Teacher Perceptions in Primary Schools in Finland

University of Eastern Finland Philosophical Faculty School of Applied Educational Science and Teacher Education Master’s degree programme in Early Language Education for Intercultural Communication Master’s thesis in Education May 2020

1

ABSTRACT

ITÄ-SUOMEN YLIOPISTO – UNIVERSITY OF EASTERN FINLAND

Tiedekunta – Faculty Philosophical Faculty

Osasto – School School of Applied Educational Science and Teacher Education

Tekijät – Author Enas Mahmoud

Työn nimi – Title

Integrating Parental Involvement in the Professional Learning Community (PLC): Early Foreign Language Teacher Perceptions in Primary Schools in Finland Pääaine – Main subject Työn laji – Level Päivämäärä –

Date Sivumäärä – Number of pages

Education Pro gradu -tutkielma X 92+ 4 Appendices Sivuainetutkielma Kandidaatin tutkielma Aineopintojen tutkielma

ABSTRACT Needless to say, the role of parents constitutes an integral part of a child’s learning process. This role is subject to be

improved and enhanced by the practices of teachers (Ames et al., 1995). As a matter of fact, empowering parents necessitates dealing with them as a real partner in a mutual partnership with teachers. Substantially, the base of

“equitable distribution” (Goodall, & Montgomery, 2014) limits the features of this relation and creates a kind of

responsibility on the teachers to provide parents with sensible competences to fulfill their role in their child’s learning. Therefore, the main aim that framed this study was to empower parents in order to involve them ideally in their

children’s foreign language (FL) learning process.

Accordingly, the rich Professional Learning Community (PLC) environment was selected to constitute the platform from which the operations of exchanging the expertise compendium between teachers and parents are

launched. By selecting the PLC model, the study chooses to take the “soft road” to empower parents meaning that

teachers’ overload work is taken into consideration by utilizing the already existing PLC tasks (planning, assessment, intervention and enrichment) to optimally involve parents by integrating them in the model. For the purpose of

achieving this aim, three types of Epstein’s (2009) typology for parental involvement (Learning at Home,

Communicating and Volunteering) formed the domains in which the integration with PLC took place. Subsequently, six expert open ended interviews enriched the study and transferred the reality of the parental involvement practices in

FL learning. The interviews were conducted with early FL teachers for the first three grades in five primarily schools

in Joensuu, Finland. All of the interviewed FL teachers were able to assess the current parental involvement process

and hypothesize the best ways of sharing different tasks with parents. Concerning data handling, a dual dimensional analysis for the same content was conducted implementing two different procedural levels of two different

methodological frameworks (Grounded Theory followed by SWOT analysis). This provided the study a deeper

understanding of the study’s data. After implementing this approach, a theoretical framework (the principles based on Grounded Theory) was

created, followed by a procedural framework (the proposed actions derived from SWOT analysis). As a result a new

model emanated from the integration of the PLC model with three types of parental involvement (Learning at Home, Communicating and Volunteering). It came to be termed Parental Professional Learning Community (PPLC). The

PPLC model contains the principles in its core structure accompanied by suggested procedures.

Avainsanat – Keywords

PLC model, Epstein’s typology for parental involvement, SWOT analysis

1

CONTENTS

ABSTRACT ............................................................................................................................. 1

1 INTRODUCTION ....................................................................................................... 4

1.1 STATEMENT OF THE PROBLEM ............................................................................. 4

1.2 STATEMENT OF THE STUDY PURPOSE ................................................................. 5

1.3 SIGNIFICANCE OF THE STUDY ................................................................................ 7

1.4 DEFINITION OF KEY CONCEPTS.............................................................................. 8

2 LITERATURE REVIEW ............................................................................................ 9

2.1 PROFESSIONAL LEARNING COMMUNITY, THE ORIGINS AND

EVOLUTION ................................................................................................................ 9

2.2 PROFESSIONAL LEARNING COMMUNITY IN THE FINNISH CONTEXT .......... 13

2.3 PROFESSIONAL LEARNING COMMUNITY APPLICATION IN STUDIES ........... 14

2.4 TEACHERS’ ROLE IN PROMOTING PARENTAL INVOLVEMENT ...................... 15

2.4.1 Planning with parents ............................................................................................. 18

2.4.2 Assessment with parents ......................................................................................... 20

2.4.3 Enrichment with parents ......................................................................................... 21

2.4.4 Intervention with parents ........................................................................................ 22

2.5 HOW TO DEAL WITH PARENTAL INVOLVEMENT ............................................. 23

2.5.1 Time Framework .................................................................................................... 23

2.5.2 Functional Framework ........................................................................................... 24

3 RESEARCH QUESTIONS ....................................................................................... 25

4 METHODOLOGY .................................................................................................... 25

4.1 PARTICIPANTS.......................................................................................................... 27

4.2 INTERVIEWS ............................................................................................................. 27

4.3 THE FIRST STEP: GROUNDED THEORY/ EMERGING DESIGN .......................... 28

4.4 THE SECOND STEP: SWOT ANALYSIS .................................................................. 29

4.5 VALIDITY .................................................................................................................. 30

4.6 ETHICAL ISSUES ...................................................................................................... 31

5 RESULTS AND DISCUSSION ................................................................................. 32

5.1 THE PRINCIPLES OF INTEGRATING PARENTS IN THE PROFESSIONAL

LEARNING COMMUNITY (PLC) ............................................................................. 32

5.1.1 Teachers’ Perspective of Parental Involvement ....................................................... 33

2

Discussion of the Need of Principle One: Raising Parents’ Awareness Towards their

Children’s FL Learning. ................................................................................................. 35

PLC available tasks to raise parents’ awareness .............................................................. 38

5.1.2 Availability of Background Knowledge is a Key Factor ........................................ 44

Discussion of the Need of Principle Two: Understanding Families’ Background, Interests

and Needs ...................................................................................................................... 46

5.1.3 Involving Parents in Learning at Home .................................................................. 47

Discussion of the Need of Principle Three: Better Design of Homework ........................ 48

5.1.4 Communicating Parents.......................................................................................... 49

Discussion of the Need of Principle Four: Establishing Protocols for Parents - Teachers

Dialogue......................................................................................................................... 51

5.1.5 Involving Parents in Volunteering .......................................................................... 52

Discussion of the Need of Principle five: Diversifying the Volunteering Forms .............. 53

5.2 THE PRACTICAL PROCEDURES OF INTEGRATING PARENTS IN

PROFESSIONAL LEARNING COMMUNITY (PLC) ................................................ 55

5.2.1 SWOT Categorization of the Interview Data .......................................................... 55

5.2.1.1 Strengths ......................................................................................................... 56

5.2.1.2 Weaknesses .................................................................................................... 58

5.2.1.3 Threats ........................................................................................................... 63

5.2.1.4 Opportunities ................................................................................................. 65

5.2.2 Implications for Schools and Teachers to Apply the Principles (the operating

procedures) ........................................................................................................................ 67

Principle One: Raising Parents’ Awareness Towards their Children’s FL Learning ........ 67

Principle two: Understanding Families’ Background, Interests and Needs ...................... 71

Principle Three: Better Design of Homework ................................................................. 72

Principle Four: Establishing Protocols for Parents - Teachers Dialogue .......................... 74

Principle Five: Diversifying Volunteering Forms ........................................................... 75

6 CONCLUSION ........................................................................................................... 83

7 LIMITATIONS AND FUTURE STUDIES ............................................................... 87

REFERENCES ...................................................................................................................... 88

APPENDICES ........................................................................................................................ 93

APPENDIX 1: QUESTIONS FOR THE INTERVIEW ........................................................ 93

APPENDIX 2: TEACHERS’ EMAIL ................................................................................... 95

APPENDIX 3: THE RESULTS OF DATA SWOT CATEGORIZATIONS .......................... 96

3

LIST OF FIGURES

Figure 1 Research Design ………………………………………………..…………….26

Figure 2 SWOT Analysis Matrix………………………………………...…………..... 30

Figure 3 Extracting Procedures from Principle out of Associations of SWOT

Categories…………………………………………………………….……....55

Figure 4 Parental Professional Learning Community Model………………….….….. 84

LIST OF Tables

Table 1 Suggested procedures for implementing the principles in the new generated

model (PPLC) extracted from Avoiding Threats by Strengths ………..….….79

Table 2 Suggested procedures for implementing the principles in the new generated

model (PPLC) extracted from Maximizing the benefits of Opportunities through

Strengths …………………..………………..………..……..…….….….. 80

Table 3 Suggested procedures for implementing the principles in the new generated

model (PPLC) extracted from Avoiding any connection between Threats and

Weaknesses ………………………………….………………..…..…….…….. 81

Table 4 Suggested procedures for implementing the principles in the new generated

model (PPLC) extracted from Seizing Opportunities to tackle Weaknesses…...82

4

1 INTRODUCTION

1.1 STATEMENT OF THE PROBLEM

Influence of parents is a long-term one that starts from the first day the child is born and varies

in its degrees in the different ages that follow, but undoubtedly sets a foundation for rest of the

child’s life. Being the first teachers in our lives, parents occupy a key position in our learning

road maps. Continually, in schools the role of parents is increasingly recognized as an invaluable

resource for supporting school work in some aspects and complementing it in others. Therefore,

parental involvement in the children’s learning at schools has so far been the focal point of a

growing body of recent research investigating the conditions of the positive impact of this

phenomenon (for examples, see Ma et al.,2016 , Huang et al.,2018 , Wong et all.,2018). This

trend has a great influence on viewing parents as real partners in their children’s schooling.

Consequently, the parental role should be reconsidered in the school partnership

programs to empower parents with the necessary tools and knowledge consistent with this

fundamental role. Maximizing the power and advantage afforded to parents is one of the most

powerful tools that confirm the idea and the sustainability of this partnership. However, this

accreditation should not be absolute but should be executed rationally. Goodall and Montgomery

(2014) talked about “equitable distribution” (p.402) to decide and act jointly between parents

and schools on improving children’s learning. They (2014) emphasized that they do not mean to

allocate an equal share of schools’ decisions and actions with parents, but it is “a move from

information giving to a sharing of information” (p.402) which is ultimately in the best interest of

the children. In accordance with that, schools are required to design well- structured programs

that initially encourage parents to be involved in their child’s learning and ultimately ensure an

optimal active involvement.

5

Arguably, educational circles remain anxious for such programs to coordinate the

relationship between school, family and community extensively (Epstein, 2009). Establishing

genuine partnership programs with parents needs a careful reading of the parental context from

one side and a high quality programs from the other. The interest in context comes from the fact

that the context conveys the interests, needs and orientations of parents that depicts their

perception of parental involvement and determines it accordingly, socioeconomic status as an

example (Lawson, 2003). On the other hand high quality programs go beyond the basic steps of

parental involvement activities to the high quality in implementation which is actually needed

(Sheldon, 2003).

The need for such studies in FL learning has arisen in Finland since 2019 after the

implementation of the Finnish government decision to start teaching foreign languages from the

first grade (The Finnish Ministry of Education, 2018). In view of that, this study tries to trace the

most effective techniques and methods in order to stimulate parental involvement in their child’s

FL learning.

1.2 STATEMENT OF THE STUDY PURPOSE

This research aims at maximizing the positive impact of parental involvement on their children’s

FL achievement through involving them effectively in the learning process of their children.

School environments which enjoy the positive attributes of Professional Learning Communities

(PLC) constitute fertile environments to embrace parental involvement in all of its forms and

manifestations. PLCs are basically comprised of the teachers who continuously learn from each

other and collaborate to achieve an ultimate goal of improving the students’ achievement not

only academically but in all different levels including behavioral. As a result, interests of parents

and teachers converge and unite on a common goal in PLC.

Due to some logistic obstacles, such as lack of time in particular, teachers often express

their inconvenience with any additional tasks. This might pave the way to seize the opportunity

6

of utilizing already existing tasks instead of suggesting new ones that might be considered as an

additional burden. As a matter of fact, PLC provides all these requirements.

Coleman (1998) viewed both parents and teachers in a collaborative “learning

community”(p.14) where both of them become learners in different ways, teachers learn more

about their students from their parents and parents learn more about the curriculum, didactic

practices and how to help their children from teachers. More apparently, Fullan (2007) drew the

conclusion that “part and parcel of professional learning communities is close engagement with

parents” (p.194). In the light of the foregoing, the existence of parents in the Professional

Learning Communities (PLCs) could be legitimized.

The contribution of this study is to find out an approach to integrate the parental

involvement in the PLC. To be balanced, the merit of this integration is to minimize the load on

the teachers that could be generated out of any extra tasks to involve parents. On the contrary,

the study attempts to systemize and organize the current existing activities with parents.

Therefore, it is designed to investigate and build on the schools existing approach to involve

parents for the benefit of all stakeholders. In fact, this process has two stages. Firstly, through

considering three types of Epstein’s parental involvement framework, namely Learning at

Home, Communicating and Volunteering and extracting four major teacher-student oriented

tasks in PLC, namely Planning, Assessment, Intervention and Enrichment, the outlines of a new

parental involvement approach can be created. Secondly, the study also explores the schools

practical path to involve parents in order to develop a procedural roadmap out of the outlines of

the generated approach. The roadmap will examine the current parental involvement activities to

concentrate on the strengths, excluding the vulnerabilities, seizing the opportunities and

overcoming the obstacles in order to suggest pragmatic procedures. This is how this newly

generated framework will be reinforced theoretically by a model and operationally by suggested

procedures.

7

1.3 SIGNIFICANCE OF THE STUDY

The study is uniquely conducted starting from the importance of the topic, integration of two

different frameworks (Epstein’s and PLC) and finally ending up with the use of two robust

analytical methods to analyze the same data, one of them is SWOT analysis which is a strategic

planning methodology.

Regarding the topic, parental involvement as a matter is a rising trend in the educational

communities. However, the new generated model of parental involvement in this study depends

to a large extent on working with parents as partners to be ideally involved in their children’s

learning comprehensively and systematically. By pursuing empowering parents, the study takes

the path less traveled by other researches. Consequently, it is assumed that after implementation,

a kind of equitable distribution of responsibilities is established efficiently between teachers and

parents, leading to improvement in pupil FL achievement.

Concerning the way the content of the study is designed; three types of parental

involvement in Epstein’s typology intersect with four tasks extracted from the PLC model to

form a unified model to empower parents. Both utilized frameworks are robust and reliable.

In terms of the study methodology selection, this new generated model reflects the

perspectives of the FL teachers considering them the real owners of PLC. Collecting data

through conducting open ended interviews with experts of diverse characteristics enriches the

study and addresses the fundamental points in the issue of parental involvement. Furthermore,

the study’s outcomes are reinforced by a deep analysis of data using two methodological

frameworks, Grounded Theory and SWOT methodology. Adopting this dual analysis will help

validate the phenomenon and accordingly the results will be more authentic.

Although this study is conducted to depict the needs in FL learning for young learners, this new

generated framework can be adopted for all school educational topics of all ages.

Hopefully, this study would guide both teachers and parents to the best for their children.

8

1.4 DEFINITION OF KEY CONCEPTS

Professional Learning Community (PLC)

The Finnish educational system is considered to be distinctive in training and qualifying teachers

which affects students’ achievement positively. A key component of the system is collaborative

teamwork. This collaborative spirit underpins the existence of Professional Learning Community

(PLC). Lieberman and Miller (2011) explained that professional learning communities are

groups that get together regularly and continuously to improve their own and their students'

learning. Most of the PLC definitions, Lieberman and Miller’s as an example, indicate that the

procedures in the PLC are directed in two directions. The first direction is towards regulating the

teachers’ relations and work. The second one is directed towards regulating the tasks with the

students. However, this study is concerned about the second direction which is directed towards

the students because it is the area where parents and teachers’ interests meet. Based on that, the

interviews in this study are conducted with experts of early FL teachers who have experienced

the PLC practices and have been part of Professional learning communities for a considerable

length of time. As a result, they express the attitude of this collaborative body and their practices

reflect its consensuses. In the case there is any individual practice adopted by a specific teacher,

it will be indicated in the discussion as being an individualized approach. To sum up, the PLC

practices explored in the interviews would be focused on the teacher-student based tasks. They

are planning, assessment, intervention and enrichment.

Types of Parental Involvement

Additionally, this study defines three parental involvement types which are Learning at Home,

Communicating and Volunteering within the scope of Epstein’s framework (2009). They will be

defined and discussed extensively in section (2.5.2).

9

2 LITERATURE REVIEW

2.1 PROFESSIONAL LEARNING COMMUNITY, THE ORIGINS AND

EVOLUTION

Emphasis has been placed on the concept of Workplace Learning from the end of the 20th and

into the 21st century practically and theoretically (Sawchuk, 2011, p. chapter 12). Lave (1991,

p.64) discussed how individuals need to change their knowledge and skills to adopt a new set of

common skills in specific learning communities to become a member in such communities. For

more in-depth understanding for the relationship between individual and collaborative learning,

new studies and new concepts such as co-participation/co-emergent were recommended

(Fenwick, 2008). In his turn, Senge (1990, p.12) illustrated that systematic team learning is the

mainstay of the modern organizations not the individual learning.

In educational circles, there were advocacies to end the isolation of classroom teachers

because it was considered to be an obstacle in front of improving their professionalism by

working as a team (Lieberman. A ,1990, p.52, Louis, K. S., & Kruse,1994, p.4, Louis, K., Marks

& Kruse, 1996, p.757). This paved the way for "Professional Learning Communities" or as

typically abbreviated PLC.

Although PLCs are originally composed of teachers, which are very evident in most PLC

definitions, some authors considered all of the school staff to be an integral part of the PLC

model (Bolam et al., 2005, p.149). Yet, the role of the administrators as “keepers of the vision”

(Louis et al., 1996, p. 763) and as “context setters” (Fullan, 2001, p.111) is essential to sustain

the Professional Learning Communities. In addition, policymakers have a major responsibility to

provide resources that help enhance the learning process for teachers and learners

(McLaughlin& Talbert, 1993, p.21).

While there is no global agreement on a definition of PLC because it varies depending on

the context (Bolam et al., 2005, p.5), there has been a relative consensus on the three main

10

components of PLCs. Dufour (2004) summarized them comprehensively in a concise synthesis

which he called “Big Ideas for PLC”. They are respectively, making sure that each student

learns, having teachers’ collaboration culture and finally concentrating on the outcomes. This

combination of the three components exists in most of the PLC definitions and in Feger and

Arruda’s (2008, p.1) as an example where they viewed PLC as a strategy where a collaboration

culture prevails to concentrate on the students’ learning. According to Fullan (2001, p .68)

collaborative cultures are positive powers when they are oriented properly. The literature has

demonstrated the characteristics of PLC differently, but as a matter of fact it has not missed the

spirit of PL communities.

Despite the rich practical guide provided by PLC, most of this guidance remains

“bookish” and need more in depth understanding for the nature of PLC (Louis k., 2006, p.11).

Louis K. argued that it is critical that creating a PLC environment does not just mean changing

the procedural form, for example coordinating time for meetings, but more importantly it means

implementation of the PLC core values, such as trust and commitment which are indispensable

requirements for PLCs. Her position was compatible with Fullan (2001, p.43) who saw that

reorganizing of procedures does not make the difference but it is the re-culturing in the

collaborative work communities.

Obviously, student achievement is the overriding concern of the workers in PLCs (Bolam

et al., 2005, p. i). Moreover, researches have revealed the positive impact of the PLCs on the

teachers’ practices and ultimately on the student’s learning and achievements (Dinardo, 2010,

Ratts et al. 2015, Ransom, 2016, Rosado, 2019). This positive impact of PLC is attributed to a

combination of factors. One of these factors is the fact that the source of the PLC is the teachers

themselves. Lieberman, A. (2000) argued that the decision about the curriculum and instructions

was always subject to an external evaluation including the teacher training. Thus, most of these

decisions and assessments are inconsistent with school contexts and make them vulnerable to

11

what Lieberman called a “one size fits all” (p.221) solution because the use of an external expert

fails to highlight the real needs of students and teachers to address pressing educational issues.

Furthermore, PLC schools look at the curriculum as something to be revised and modified based

on the students’ needs and achievements (McLaughlin& Talbert, 2001 p11).Another factor that

adds a value to PL communities might lie in what Hord (1997) pointed to in changing the rapid

fixing solutions “microwave oven theory” (p.iv), to a real commitment to long-term solutions in

PLCs to improve schools.

PLCs are communities which are based on reflective practices (e.g. Hord, 1997, p.44,

Louis & Kruse, 1994, p.11). Darling-Hammond and McLaughlin (1995, p.2) articulated that

observation, assessment and reflection are the practical tasks that teachers are supposed to be

involved in collaboratively in PLCs. More specifically, Dufour, R. and his colleagues (2016, p.

11) described PLC tasks when a group of teachers working together to define student learning

goals with a focus on each student learning in an appropriate timeline to provide those who need

additional assistance with appropriate intervention programs and enrich those who prove their

efficacy with enrichment ones. On another occasion and in response to an article criticizing

PLCs for the both the broad confusion regarding the PLC term and for PLCs limited benefits

for the teachers, Dufour, R. (2007) stressed on the point that alleged adoption of PLCs in schools

is not enough, but that this claim should be translated into procedural practices on the ground.

Although Dufour, R. (2007) added some more roles as conditions for being involved in a PLC

environment, these roles are considered to support the previously mentioned roles. For the

purpose of conducting this study these roles will be divided into two types, teacher- student

focused oriented tasks and teacher- teacher focused oriented tasks as following:

12

A. teacher -student focused oriented tasks

1. Planning for the goals of the student‘s knowledge and the skills that each student

should acquire.

2. Ongoing Assessment: setting criteria, timely based common formative assessments to

monitor progress for each student.

3. Interventions: for those students who need extra support.

4. Enrichment: for the students who achieve the set goals to extend their learning.

It is worth noting that in his current article, Dufour, R. (2007) did not explicitly mention

enrichment task but he did in another occasion (See Dufour, R. et al., 2016, p. 11, 12).

B. Teacher – teacher focused oriented tasks

1. Group self assessments for teacher practices and to learn the most effective ones from

each other.

2. Group working towards achieving school SMART goals: Strategic, Measurable,

Attainable, Results-oriented and Time bound.

3. Working on improvement on a daily basis.

4. Activating collective decisions on the ground.

5. Demonstrating real commitment and collective responsibility.

6. Wisely time investments towards achieving the stated objectives.

In fact, this study is grounded on the first type of roles, teacher –student based oriented

tasks, to link them with the types of parental involvement of Epstein (2009). This will be done

for the purpose of creating a well-nested matrix where parents are integrated into the main PLC

tasks in an attempt to reshape the PLC for more effective influence of parents on their children's

achievement.

13

2.2 PROFESSIONAL LEARNING COMMUNITY IN THE FINNISH CONTEXT

The distinctive features of Finnish schools make them an ideal conducive environment for PLCs.

The essence of the PL communities is built upon collaborative work to improve the students’

achievement. Reflecting on the focus on the students’ learning, Sahlberg (2007) attributed the

constant improvement in student learning in Finland to qualities of equality, flexibility,

creativity, professionalism and confidence in the education policy. According to him, the

autonomy enjoyed by teachers in Finnish schools makes them more responsible for the progress

of learning and the outcomes of their students, unlike other educational systems where

accountability is the driver.

Stemming from that responsibility and autonomy, Finnish teachers are always open to

innovations to improve their students’ learning, while trust and equality in the Finnish context,

according to Eschler (2016, p.39), provide an appropriate ground to foster a culture of

collaboration. Therefore, Finnish teachers collaborate regularly not only with teachers who teach

the same grades but also with teachers across the entire school. Eschler (2016) also noticed but

rarely “deprivatized practice” (p.40) which is considered to be a PLC practice. In such practice,

teachers visit each other’s classes, observe each other’s lessons and discuss their pedagogical

strategies and techniques. Thoroughly, Eschler reported in his study that teachers involved in

such practices indicated a positive impact on their teaching.

In a research that compared PLC between Finland and England, it was concluded that

PLC characteristics are strongly apparent in both contexts but with relative differences (Webb et

al., 2009).This was true despite the fact that the Finnish and the English teachers were not

familiar with the term “PLC”.

Another comparative study (Papadakou, 2018) showed that PLC was detected in a

Finnish primary school while missing in a Greek one.

14

Internally, a research conducted in Finnish schools to trace PLC features showed that the

13 targeted Finnish schools generally adopted the PLC environment and that Finnish teachers

have the required professional skills to participate well in PLCs (Antinluoma, et al., 2018).

Furthermore, this research revealed that three out of thirteen Finnish schools were identified as

PLCs from a maturity standpoint. According to Antinluoma and his colleagues, there is a

noticeable trend in Finland to adopt teamwork and collaboration practices, with co-teaching as

an example. It is obvious that PLC is an invaluable method for the future. Broadly speaking,

knowledge sharing and learning exchange in communities are the gateway to the knowledge

economy and an efficient way of utilizing knowledge (Giles, & Hargreaves, 2006, p153, Lave,

1991, p.79).

2.3 PROFESSIONAL LEARNING COMMUNITY APPLICATION IN STUDIES

Sigurðardóttir (2010,p408) predicted a promising future for Professional Learning Communities

and their theories as they truly encompass school development needs in teachers' daily practices.

As a result of the PLC positive outlook in educational settings, there has been a growing body of

research conducted around the theme of PLC.

In attempt to integrate the stakeholders of the educational process into the PLC model, a

Swedish research was conducted to find out how teachers could transfer the expertise and the

skills they learn in PLC to their students in the classroom (Wennergren & Blossing, 2017). The

study depicted both teachers and students together in the PLC model and tried to provide a better

understanding of the PLC by linking it to the Social learning Theory of Community of Practice

of Wenger. As explained in the research, the theory dictates that individuals play as actors in the

community responding to problems by collective practical solutions. The study was conducted

by categorizing planning, assessment and collaborative working skills in the PLC into the three

dimensions of the community of practice theory: shared repertoire, mutual engagement, and

joint enterprise. The researchers chose a Swedish school where the Swedish local authority

15

initiated a professional learning project to address the school's poor performance. According to

researchers (Wennergren & Blossing, 2017), student participation has always been marginalized

in PLC. This is not in the interest of rooting democratic qualities in school learning. In the study

process, teachers reported that students were involved in lesson planning activities, self-peer

assessment, and collaborative work in making projects and providing assistance to each other. It

was clear that an environment of trust, respect, cooperation and responsibility was prevailing. In

conclusion, the researchers believe that they established for the “legitimate” students'

participation in PLCs in theory because, in their point of view, it already exists in practice. In

addition, they saw that the community of practice theory helps to understand and describe the

PLC better (2017).

PLC was the vivid environment for testing an educational initiative for foreign and

second language learning for the researchers Kristmanson, Lafargue and Culligan, K. (2011).

The aim of the study was to integrate the European Language Portfolio (ELP) and the Common

European Framework of Reference (CEFR) into the classroom through the PLC platform by

conducting an action research by foreign / second language teachers (under the supervision of

university teachers). Teachers were engaging for two consecutive scholastic years running in

discussions about the “pedagogical possibilities “of ELP and CEFR. The final product was a

“synthesis” produced under the PLC umbrella.

2.4 TEACHERS’ ROLE IN PROMOTING PARENTAL INVOLVEMENT

Although “commitment to schooling” or a desire to learn starts at an early age of individuals

through their parents' approach at home and the values the parents instil at that particular age,

there is a considerable impact of the teachers’ practices on this commitment by affecting the

parental involvement in their child’s schooling (Coleman, 1998, p11). Several studies have

shown that teacher’s practices are “as or more important than family background”, such as social

16

status, ethnicity, parental education, and so on to determine whether and how families are

involved in their children's education (Epstein & Sanders, 2000, p. 7). This may shed light on the

role and the responsibility of teachers in promoting this parental involvement. Ames and her

colleagues (1995) provided other research based results that parental efficiency could be affected

by the teachers’ practices. In the findings it was reported that teachers’ different techniques and

creative ideas to involve parents could affect the willingness of parents to be positively involved

in their child’s learning. Subsequently, this involvement would affect the parents’ efficiency to

produce positive forms of involvement in favor of their children.

In a large-scale recent report, 40 primary schools were selected on the basis of high

positive achievement across New Zealand (Education Review Office, 2018). It was found that

these schools adopted advanced parental programs to involve parents in their children’s learning

based on a real partnership with schools. The strategy they followed was beyond giving

instructions to parents. Systematically, parents participated in planning, assessment and

intervention to advance children's learning regularly. The teachers expressed their satisfaction

with working with parents as a source of information. Thus, parents might suggest and teachers

act accordingly. Cooperatively, they raised the slogan "Success Together" (p.10). The teachers

succeeded in doing this by espousing parents as partners who share responsibilities productively.

This reduced the controversy about roles and responsibilities. They diversified options for busy

families, for example, they maintained face-to-face meetings but expanded their scope to be

organized out of school electronically. It is worth noting that some schools reached 100% of

parents' attendance at planning sessions. Additionally, they succeeded in reaching the low

socioeconomic families that accounted for the highest percentage of fully involved parents in

these schools. By doing so, they succeeded in reversing the results of the collaborative work on

pupils by achieving a positive outcome track that was recorded as at or higher than the expected

level in all New Zealand.

17

But the fact tells something different from the above mentioned experience. Although

there is a wide consensus on the importance of parental involvement, the reality on the ground

reflects that teachers do not perform their roles to encourage parental involvement

systematically, and that parents do not respond to such calls most of the time (Willemse et al.,

2018). This situation is a result of a combination of factors. One is the “big gap between

knowing and doing” (Epstein, 2013, p.115, Baum& McMurray-Schwarz, 2004, p.57).

Epstein(2013) talked about partnership courses offered to future teachers to provide them

with the working skills necessary for school-home and community relationships, but

nevertheless there is a real need to emphasize these meanings for the “old” teachers as well

because systematic implementation of these meanings may reduce the gap. In detail, Epstein

(2013) talked about four orientations for establishing and coordinating school, home and

community relations. First is the “teamwork “orientation which encourages establishing

interrelationships between parents, teachers and administrators to plan, improve and coordinate

the parents' engagement activities in their children's education. Second is the “goal-linked

partnerships” where the effectiveness of these activities on the children’s education is evaluated

by the teachers and the administrators. Third is the “equitable partnerships” which emphasizes

that all parents must be contacted equally without any exception. Finally is the “evaluating

partnerships” orientation where assessment sessions are conducted to evaluate the fulfillment of

the previously mentioned orientations (an overall view for the partnership).

Significantly the perception of parents and teachers for the partnership has been paid

special attention to aligning the allies' concerns when designing parental involvement programs.

Lawson in his study (2003, p.78, 166) raised two important issues regarding the parental

involvement. Firstly, he stressed on the point that the term “partnership” implies that the parties

in the relationship are equal in power. Accordingly, teachers, considering them the more

powerful party, have to consider the other party, the parents, and deal with them on the bases of

18

equality to empower and support them. Teachers must also keep in mind that if they are to

promote parental involvement, it is their responsibility to initiate such engagement with parents

(Coleman, 1998, p.61). Secondly, whether it is “parent involvement, family involvement, parent

engagement, parent empowerment or school–family partnerships” as expressed differently in

literature (Smith et al. 2011), it is crucial that this partnership conveys the parental concerns.

Parental involvement depends on the context where people and environments differ greatly. For

example, Lawson (2003) found that parents who are associated with low incomes and a specific

ethnic group were found to have a “community centric orientation” for parental involvement and

expected teachers to involve them broadly in the community, while teachers viewed parental

involvement restricted within the context of the school. Nonetheless, this association expresses

the socioeconomically perspective of the partnership. Similarly, Fullan (2007, p.189) extended

this scope to entail other variables to be taken into account when designing parental involvement

programs like the cultural variable and issues related to the age and gender of students.

2.4.1 Planning with parents

In the field of launching the initiatives , it is well known that “top-down” initiatives do not

always succeed and likewise, “bottom-up “initiatives fluctuate between success and failure

(Fullan ,2007, p.81). It could be either ways “meaning or confusion, commitment or alienation,

or simply ignorance” of the change (p.82) but what creates the difference is the motivation and

particularly the feeling of ownership. Noguera (2001) narrated a story of empowering

disadvantaged families by turning them into decision-making contributors in their children‘s

schools. He talked about creating that sense of “ownership and control” (p.208) over their

children schools which made them so enthusiastic to their initiatives in the schools to the extent

they recruited more supporters and participated in outreach to many other families.

When Ayoub-Mahmud, Khoshnood and Babaei, (2014) reviewed Freire’s educational

pedagogical perspectives, they clarified that Freire viewed curriculum planning as a “horizontal

19

process” (p.88, 90). That is to say that all stakeholders, such as teachers, students and parents,

are invited to collaborate in curriculum planning with a view to make educational content more

relevant to their needs , expectations and cultures.

In this regard, it was concluded that the Nordic curricula tend to work in consensus with

the value of democratic rights where the general outlines of the curricula are drawn offering

greater scope for the stakeholders, including the parents, to exercise their rights in planning for

the curricula in detail (Janssen & Vandenbroeck, 2018). This legitimized contribution of parents

also depends on the fact that parents are better informed about their children's needs (2018).

At any rate, tensions may arise as a result of a misunderstanding of these mutual

responsibilities of the two sides, parents and teachers (McKenna& Willms, 1998, p379, 380).

McKenna and Wilms (1998) cautioned against the deterioration of the parent-teacher partnership

because parents may feel that their decisions are being ignored. Teachers and principals do not

tend to delegate part of their authority to parents. In fact this is a direct result of a crisis of

confidence in parents, so to speak. Sometimes teachers feel that parents ‘ decisions in the parent

council, for example, are directed at specific children, not all schoolchildren, that they lack

professional knowledge or they conflict with the school’s finances, to name a few(1998).

Generally, the two authors (1998) attributed these problems to the teachers’ reluctance to share

their decision-making powers with parents, especially in decisions regarding the way school

days are run. Interestingly, they (1998, p. 808) encouraged the parents in the parent councils to

empower themselves by themselves by becoming acquainted with the necessary information to

make their decisions well recognized by teachers. They also would then have the ability to work

with other parents to raise their awareness as well. Whereas Smith and the other authors

(2011,p.87,88) observed other vivid examples that went further in empowering parents in school

decision–making, for example parents electing the school’s board, and in another case, parents

themselves acting as members of the board and deciding the school’s policy. They also noticed

20

some other schools that regularly give parents training courses on how to participate in school

decision-making to provide them with the necessary tools to do so.

2.4.2 Assessment with parents

Stiggins (2002) introduced a robust classification for assessment comprised of assessment of

learning and assessment for learning. He concluded that if we want to improve our educational

system and raise the incentive for students to learn more, we must strike a balance between the

two types of assessment. Assessment of learning is guided by standards or grades and embodies

a kind of accountability for teachers and the educational policy. In contrast, assessment for

learning ignites students' motivation for learning by using this kind of assessment as a tool to

determine progress in learning and add more experiences accordingly. In this vein, Stiggins,

(2002) stressed the idea that assessment of learning may provide misinformation about the

student’s learning status, thereby misleading parents and teachers with a fictitious view of

student learning. Meanwhile, assessment for learning provides parents with a more accurate

description of their child’s learning condition creating an opportunity to be directly involved and

providing a desire to learn more techniques to improve their child's learning continuously.

Within this context, Friedrichs and Raskinski (1990, p. 346) drew attention to the fact

that parental involvement programs for effective assessment are long-term programs that require

patience. They also stressed that if parents are to participate effectively in an assessment

program, they must have adequate time and training. They concluded that programs which

enable parents to effectively assess their child provide a healthy environment for a child’s

progress and eliminate any misunderstanding between parents and teachers about the child’s

learning. During their working on developing a reading assessment program for parents to

actively involve them in assessing their children, the two authors (1990) put forward some ideas

for teachers to ensure a strong assessment partnership with parents. These ideas include

21

involving parents in planning goals, participating in developing an assessment tool, engaging in

discussions with teachers, and visiting classrooms for assessment on the ground.

All in all, assessment is a skill that teachers can transfer to parents in several ways, for

example informing parents of the criteria and standards for assessing the learning progress. In

order to provide parents with a more intense and detailed assessment of their children, class

visits are suggested. In doing so, parents will have an opportunity to assess what is going on in

the classroom, including teaching methods, curriculum and the performance of their children

compared to other students (Coleman, 1998, p48). Amazingly, Freedman (1988, page 8)

reported about a one-way mirror in which parents could monitor their children working in the

class. After observation, assessment discussion sessions were held with teachers.

2.4.3 Enrichment with parents

Although there is a considerable rising interest in the programs of gifted students at an

international level, research about this domain are still scarce (Golle et al., 2018). However,

parents play an important role in such programs. Initially, parents high motivation for

enrichment programs are considered to be the “the driving force “(p.283) for high school

students to enroll in such programs (DiGiorgio, 2010).

Nevertheless, parents can be a part of these enrichment programs in different ways using

different tools. For example, through their research, Thompson and the other authors (2014)

came to the conclusion that sending enrichment materials with children to be achieved

collaboratively with their parents is effective and compatible with children’s learning. More

specifically, Thompson and his colleagues pointed to a direct positive impact on the academic

achievement of elementary and middle school students in mathematics, and to a lesser extent in

reading skill, for both homework and providing enrichment materials for parents.

22

Sheldon and Epstein (2005) even held that providing parents with the enrichment

material to be done at home is not restricted by parents ‘education. Moreover, it is of a particular

economic benefit to disadvantaged families (2005).

In another implementation focusing on a very young age for enhancing parental

involvement in enrichment programs, Fowler and his colleagues (2006) recruited graduate

student researchers to teach parents on their home visits how to enrich their infants ‘ language

while playing. This language enrichment program demonstrated successful results in developing

vocabulary, concepts and cognitive strategies for the infants’ language.

2.4.4 Intervention with parents

Assessment and intervention are tightly entwined (Berningeret et al., 2001, p.196). Both,

assessment and intervention are implemented in a phased arranged program where intervention

begins with assessment and assessment follows the execution of the intervention.

In order to obtain more effective cognitive outcomes from the intervention, the

interventions should be comprehensive. For examples those interventions that concentrate on

education and health care are more beneficial to child development than the interventions which

concentrate on health only (Nores & Barnett, 2010, p279). Correspondingly, Barnett (2011)

returned again in another study and concluded that those interventions geared toward only

improving cognitive competence are not as effective as those aimed at improving social-

emotional, behavioral and cognitive development. The comprehensive programs of improving

social-emotional, behavioral and cognitive development are more effective.

Another point to consider here is the connection between the success of the proposed

interventions and the attitudes and the expectations of the parents (Reynolds & Gill, 1994).

Reynolds and Gill’s study revealed that behavioral adjustment interventions are of little use if

they are not associated with positive parental attitudes.

23

Academically, remedial work with parents can take the form of home-based worksheets

to be accomplished with trained parents for these types of interventions (Schwartz, 2012, p. 26).

Additionally, parent tutoring has proven efficient in developing children's literacy skills

(Goodall & Vorhaus, 2011, p. 48). It is also recommended that parents be provided with the

training necessary to teach their children to improve their reading skills (2011, page 48).

2.5 HOW TO DEAL WITH PARENTAL INVOLVEMENT

2.5.1 Time Framework

In an effort to categorize parental involvement activities, the perception of parental involvement

was built upon the time frame of the activities implementation. Darch, Miao and Shippen (2004)

developed a 4-phase parental involvement model covering 180 days of the scholastic year that

begins with a parental interest survey and ends by guiding parents to the summer programs most

appropriate for their children to improve academic performance and modify undesirable

behavior. These four phases encompass a variety of different parental involvement activities.

Briefly, the first stage includes introducing the teaching philosophy of the teacher and

revealing the activities that parents are interested in. After this preparation and identification of

the parental needs, the second phase applies to real participation in the classroom and home

activities. Once parents are involved, it is the teachers' responsibility to maintain this

involvement. As the two authors recommended, this can be achieved by maintaining positive

open channels with parents to inform them of their children's progress. In fact, this represents the

third stage. Finally, the fourth phase ensures the continued parental commitment during the

summer vacation to prepare their children for next year by recommending the best summer

programs for parents to engage their children.

24

2.5.2 Functional Framework

After years of searching, Epstein succeeded in summarizing the forms of parental involvement

into 6 major types (2009). Indeed this framework brings school, family, and community

partnerships together and guides the effort towards the children. Operationally, it has affected

many school policymakers in planning for the parental involvement programs (Smith et al.,

2011, p.77). These types are illustrated as the follows:

Type 1: Parenting: This type represents useful information and methods that parents

should obtain for successful parenting including meeting the child's basic needs of

healthcare and safety.

Type 2: Communicating: This type insures fuelling the school-to-home and home-to-

school tracks with the necessary information about the children’s learning process and

school programs.

Type 3: Volunteering: In this type of involvement parents are recruited with additional

tasks in and outside school.

Type 4: Learning at Home: Parents here are well equipped with the information needed

to support their children with homework and other curriculum related activities.

Type 5: Decision Making: Schools should empower parents by giving them the

opportunity to share in making the decisions.

Type 6: Collaborating with the Community: In this type, schools emphasize the shared

responsibility of community and create the environment for fruitful collaboration with it

for the benefit of all parties; students, parents, and schools (Epstein 2009).

25

3 RESEARCH QUESTIONS

Another key aspect that needs to be mastered in professional teaching is to reinforce the

partnership between the teachers and parents. The call for such programs persists to this day

(Willemse et al., 2018) to meet the changing needs. As part of carrying out this mission, this

study attempts to draw principles to activate parental involvement by creating a theoretical and

procedural framework from early FL teachers’ perspectives in Joensuu in Finland. The questions

that will be met in the study are:

1. What are the principles to integrate parental involvement in the PLC model in order to

maximize the parental effect on the pupils FL learning?

2. What are the proposed operating procedures in the new emerged model?

4 METHODOLOGY

The qualitative method was adopted as an approach in this study. Uniquely, the study used a

combination of Grounded Theory and the SWOT analysis to come up with a model supported by

theoretical and practical framework to involve parents effectively. In this section, the

methodology of the study is examined.

As mentioned above, the ultimate aim, enshrined in this study, is to involve parents more

effectively in their children’s FL learning by integrating them into the PLC model. Thus, the

central phenomenon to investigate is parental involvement which is considered to be a process

central phenomenon (Creswell, 2012). Since the study aims at creating a model to embrace

parental involvement based on a solid source (PLC), this requires a close exploration for the

phenomena to enrich the model with the needed principles by returning to the interested parties,

the early FL teachers in this study. Consequently, by adopting the qualitative research method,

the study is reinforced by in-depth analysis of the interviewees’ narratives (Watson, 2018).

26

More specifically, the aim of the study directs the research to implement the Grounded Theory

research design to listen closely to the teachers’ experiences with the aim of generating the

model. “Because a theory is “grounded” in the data, it provides a better explanation than a

theory borrowed “off the shelf,”” (Creswell, 2012, p.423). So it is supposed that this model has

the capacity to address the complexities that might hinder the ideal parental involvement by

tailoring the theory and the practice according to teachers and parents' circumstances.

Figure 1: Research Design

Identification of research question and task

Review of literature

Data collection

Data analysis

Grounded theory

Emerging Design

Categories

Principles

SWOT design

SWOT analysis

Suggested procedures

27

4.1 PARTICIPANTS

Despite of the fact that parents are key players in school-home partnership, teachers were the

party originally chosen to begin with simply because of their close relevance to PLC. For that

reason, “Theoretical Sampling” was espoused to encompass early FL teachers (Creswell, 2012).

Six female early foreign language teachers for the first, second and the third grades were

selected with the help of the supervisor to be interviewed. The teachers were from five different

primary schools and their teaching experience ranged from 8 to 32 years. One of the teachers

was also a principal and met with the parental council at school regularly. Another teacher held a

doctoral degree and worked on research with the university. Such diversity contributed in

providing accuracy, reliance and richness for the data. Conversely, more effort was exerted to

avoid factors like “lack of access, response, knowledge, time or resources “(Flick, 2014, p. 55).

This was interpreted as emailing some teachers more than once and selecting some teachers in

schools which were relatively far. The principals as well as the teachers were emailed asking to

conduct interviews. The emails included the identification of the researcher and the research

purpose. Additionally, teachers were provided with some interview questions to enrich the study

with the teachers’ different practices, to the greatest extent possible.

4.2 INTERVIEWS

Individual semi-structured interviews were conducted. Open-ended questions made it possible to

probe with the purpose of obtaining deep information and truly assessing the interviewees’

beliefs (Cohen, Manion & Morrison, 2013). The questions in the interview protocol were

designed in a way to capture all of the activities the teachers use to involve parents. In detail, the

questions were built in a way to combine the three types of parental involvement of Epstein’s

framework (2009) (Learning at home, communicating and volunteering) with the four extracted

tasks of the PLC model (teacher- student oriented tasks), previously mentioned in the literature

review section (2) (see the interview questions in Appendix 1). Moreover, the teachers were

28

asked about the obstacles to ideal parental involvement, ideas for development and their

personal perception of parental involvement. When asking about the three parental types, the

definition of each type was provided for the interviewee. Nevertheless, the semi-structured

design of the questions provided more flexibility in the interview course.

The questions in the interview protocol included all of the six parental involvement types

of Epstein’s framework at the beginning, however after piloting the interview protocol it was

noticed that the other three types do not fall within FL teachers’ competences. They are

Parenting, Decision Making and Collaborating with Community. This led to modify the protocol

to limit focus to the three parental involvement types, Learning at Home, Communicating and

Volunteering. Piloting the interview was substantially important to give a sincere insight about

the workability of the research tool (Van Teijlingen & Hundley, 2002).

The interviews were recorded and subsequently transcribed in a verbatim manner. Their

duration was approximately between 45 and 80 minutes.

4.3 THE FIRST STEP: GROUNDED THEORY/ EMERGING DESIGN

By employing the Grounded Theory, the theoretical framework of the study was accomplished.

Since the overriding aim of the research was generating a model for parental involvement, it was

found that the Grounded Theory design suits the aim the best. Therefore, the analytical process

for the collected data was characterized by it specifically following the Emerging Design. Thus,

the elaborated model is relevant, fitting, workable and modified (Creswell, 2012, p.429). To put

it in a more sequential manner, after reviewing the first pilot interview the fresh data was

categorized into the three types of parental involvement and then compared to the four PLC

tasks categories. After that the next collected data were dealt with in a phased way, the Zigzag

technique (Creswell, 2012). This means that the new categories (advantages) were extracted, met

with the literature and the experience of the researcher and opposed to the other categories

29

(obstacles) back and forth till the final product (the principles) was formed. It is worth noting

that Emerging Design in the Grounded Theory does not necessarily have to be presented in a

diagram or picture (Creswell, 2012, p.429).

4.4 THE SECOND STEP: SWOT ANALYSIS

In order to provide the new generated model with more practical procedures, SWOT analysis

was employed. SWOT analysis is a method created and used originally in the field of strategic

management science. In spite of demonstrating its relevance as a valuable technique for planning

and decision making (Gürel& Tat, 2017), its utilization in the educational field is still modest.

The study of Merkulova and Nenasheva (2016) introduces an example of applying SWOT

analysis method in education successfully despite both of the authors being economists.

To apply SWOT analysis, the data was analyzed into two types of factors, internal

(inside the organization) and external (environmental or outside the organization). The internal

factors are represented by the Strength and the Weakness points which are directly associated

with the behavioral patterns of the individuals inside the organization, while the external are the

Threats and the Opportunities which are associated with the environmental effects outside the

limits of control. Aligning this with the current study , Strength and Weakness points were

related to the teachers ‘ practices, but Threats and Opportunities were related to the educational

system or to parents themselves.

Thereafter, SWOT analysis procedures were applied to answer the following questions in

an attempt to track the associations between the factors:

1. How can we maximize the benefits of Opportunities through our Strength points?

2. How can we avoid the Threats through our Strength points?

3. How can we seize the Opportunities to tackle the Weakness points?

4. How can we avoid any connection between Threats and Weakness points?

30

As a result of answering these questions, a matrix of associations was constituted (see appendix

3).

Figure 2: SWOT Analysis Matrix. Adapted from ‘Organization’s stability and productivity: the

role of SWOT analysis an acronym for strength, weakness, opportunities and threat,’ by Osita, I.

C., Onyebuchi, I. & Justina, N., 2014, International Journal of Innovative and Applied

Research, 2(9), 23-32.

As any method, SWOT analysis has advantages and disadvantages. Regarding the

advantages, it is widely recognized that SWOT analysis is easily comprehensible, has a broad

scope of application and its results are generally accepted. Correspondingly, its disadvantages

are summarized in being dependent upon the personal experience, opinion-based results and

being subject to continual changes (for more details see Gürel& Tat, 2017).

4.5 VALIDITY

Because validity checking is a constant process that covers all the research phases (Kvale, 2007),

a number of procedures were taken in planning for the study, collecting the data and analyzing it

to insure the research validity.

31

With the view of planning for the study, a standardized form included definite questions

was prepared for all of the teachers. To ensure the validity of the questions, the interview

protocol was piloted and it was confirmed that the questions cover the study requirements except

for excluding three types of parental involvement that were not relevant to the study context.

During the interviews, teachers’ thinking flows were received freely without any attempt

to influence their opinions. This did not negate trying to probe when needed.

When analyzing the data, efforts were made to keep close to the teachers’ words so

objectivity was investigated (Kvale, 2007).

Most importantly, the methodology of Grounded Theory which characterized the

research verified the research validity by implementing continual checking procedures (Kvale,

2007), namely that defining and analyzing the categories were continuously operated while

collecting data. There was ongoing verification and analysis for the collected data interview by

interview. This led to adding more paths to explore when coming back to the field each time.

This process is called the “Zigzag process” (Creswell, 2012, p. 433). It was maintained until

saturation (Creswell, 2012, p. 433) was achieved in the sixth interview or a little earlier.

4.6 ETHICAL ISSUES

All Permissions for conducting the interviews were asked from principals as well from the

teachers by sending emails identifying the researcher and the research purpose (Creswell, 2012,

p. 23) (see Appendix 2). Interviewees were also informed of their voluntary participation. At the

time of interviewing, teachers authorized the recording of their narratives. After the interviews

were transcribed, they were, together with sound recordings preserved safely in computer files

and will be deleted permanently once the research is completed. Anonymity restriction was

followed and as a result pseudonyms have been employed in the Discussion and Results section

(5).

32

5 RESULTS AND DISCUSSION

In this section, the perspectives of the six FL teachers towards parental involvement are

scrutinized. The discussion will be conducted in two parts. The function of the first part is to

answer the first research question directed towards devising principles of a model created from

four teacher-student oriented tasks in PLC model and three types in Epstein’s parental

involvement framework. With regard to the second part, it aims to answer the second research

question directed towards proposing practical procedures for the generated model by conducting

SWOT analysis. It is worth mentioning that the study deals with data through the lens of the

integration between the parental involvement types and the PLC tasks.

5.1 THE PRINCIPLES OF INTEGRATING PARENTS IN THE PROFESSIONAL

LEARNING COMMUNITY (PLC)

The data analysis in this part will provide an adequate answer to the first research question to

infer the principles upon which the new model will be created. Data will be analyzed into key

points which will lead to primary categories. By returning to the raw data (interviews), the main

advantages of the points mentioned by the interviewees will be deduced. In this phase the

principles are expected to be formulated tentatively. Then, going back again to the field, the

advantages will be discussed in parallel with the obstacles from the experts’ point of view.

Finally, the points of development will be addressed extensively, taking into account the

determinants. By following this process, the finalized and refined principles will emerge.

Bearing in mind, this analysis needs an ongoing analysis process starts with conducting the pilot

interview, making the necessary adjustments, collecting the new desired data and devising the

final principles progressively.

33

5.1.1 Teachers’ Perspective of Parental Involvement

The general attitude of the FL teachers who were interviewed regarding parental involvement

was positive. They value the parents’ involvement as a significant factor for achieving better

results in children’s FL learning. Despite of this fact teachers perceive parental involvement

differently. Most of the teachers think that parental involvement is better expressed if parents

only show their interest in what the child does at school. They think it is sufficient for them to do

so but not to teach.

“When parents are interested and show that for their child, the child starts thinking that

going to school and education is important.”(Olli)

In this vein nearly half of the teachers indicated clearly that parents’ role should be activated in

the field of the behavioral and the psychological domain to support their children and

“everything then is extra.”(Mary)

“The parents’ role is more about the behavioral problem maybe but those educational

things we teach are not their job but of course there are some families that want to share

it but that is fine.” (Ellina)

Two teachers saw that parental involvement yields its desired results if the school is successful

in achieving the physical attendance of parents at schools. In that way it is possible for them to

realize how FLs are taught these days.

“The best way to perceive parental involvement would be, I don’t say it is already but it

would be that the parents come very naturally to see what is going on inside this

building.”(Eeva)

34

However, one teacher perceived parental involvement as a minor element, as teachers are well

educated to teach the pupils in Finland and can completely act in isolation from parents to

achieve the desired goals. She indicated that she would not mind such involvement, though. This

might shed lights on the teachers’ motivation towards engaging parents with more active role.

“I am not used to have them around. It is nice to know that they hold your back, so to say

.Here in Finland we are really educated so I do not miss it because I am not used to

contact the.”(Ellina)

Another teacher perceived parental involvement as a significant tool to complement the

classroom view. She depicted parents as a source of information that the teacher could depend

on to draw the complete picture about the pupil’s learning needs and concerns.

“what I see here is one view and it is restricted in the classroom situation where

anything might affect the students, what happened before the class and what is going to

happen after my lesson … they (pupils) never bring it up to me and sometimes when I

contact the parents I find out new things about the students and their learning.”(Verpi)

All in all, more than the half of the teachers acknowledged that the current situation does not

represent an ideal environment for optimal parental involvement. They additionally reflected on

the need to develop this partnership with parents in view of the present circumstances of both the

teachers’ and the parents’ community. That is because on one side, most of the parents work

and do not have time to be involved in more tasks, and on the other side, teachers bear a

workload and do not want to overload, as was expressed by all of them.

35

Discussion of the Need of Principle One: Raising Parents’ Awareness Towards their

Children’s FL Learning.

The issue of parental involvement in their child’s learning is highly connected with the beliefs

and convictions of the both sides of the partnership, parents and teachers. In other words, for any

parental involvement program to succeed, it must be accompanied by reciprocal positive beliefs

of teachers and parents which guide the practices later. After analyzing the data, it was evident

that the general attitude of teachers towards parental involvement is positive. Teachers are well

aware of the need of parents for better achievement in their child’s outcomes. However, there are

still some critical points to emphasize in order to ensure a proper activation for parental

involvement.

Teachers deeply believe that what is needed is to increase the awareness of parents to

play their important role in general. Most of the teachers stressed on the point that it is enough

for parents to show interests in what the child does at school. Moreover half of them indicated

that parental role is ideally activated in the behavioral and psychological domain of rearing

children. Additionally, as expressed by most of them, teachers are doing their best to involve

parents in their child’s FL learning but parents' response remains unsatisfactory. They have

formed the impression that they do not have the power to affect on the parents’ deep beliefs and

convictions regarding their role as parents.

“It would be great if the parents show interests. I could write about it, enhance parents

with kind of recommendations, nothing more .That what all I can do .I really can’t do

more. “(Olli)

“The role of parents is tricky and we cannot force any one to take their role as

supporter.”(Verpi)

36

Although the issue the teachers raised regarding the rational responsibility of parental role is a

supported view, this does not negate the teachers’ role in affecting the parents’ beliefs and

conventions in taking up their parental responsibilities and being efficient in performing their

role. Because the “home approach” (Colman, 1998) as well as the parents’ efficiency is subject

to change as result of teachers’ practices (Ames et al., 1995), high quality teachers’ practices is

the agent for increased parental involvement through which we can direct parental awareness

toward their role and then efficiently act to fulfill this role. This also goes along with the

practical successful model that the Education Review Office in New Zealand presented for the

40 primary schools (Education Review Office, 2018) where the teachers’ practices in adopting

parents as partners contributed significantly in achieving advanced positive outcomes for the

pupils. They worked to raise parents’ awareness in planning, assessment and intervention.

Eventually, parents had the important tools to monitor, follow and feel responsible for their role

as parents. Therefore, it could be said that raising parents’ awareness rests with the teachers and

passes through the school to reach the goal of affecting the pupils’ achievement.

Another critical point to mention is that most of the teachers have a common and strong

presumption that parents will not respond to their school activities invitations because of their

work commitment. Ames and her colleagues (1995) found that those teachers, who continuously

operate new ideas to actively communicate parents in addition to having strong beliefs

connected to it, were usually successful in activating parental involvement. Thus, the process

needs consistency and diversification.

Furthermore, teachers’ heightened sense of responsibility and being fully trusted by the

community also play a role in decreasing parental involvement. This is what made one of the

teachers skeptical to describe this trust as a positive agent or an obstacle in front of involving

parents.

37

“I do not know if trust is an obstacle. “ (Katri)

In order to be balanced in broaching the subject, this should not be considered to be a call for

giving up responsibility but it is an equitable redistribution for responsibilities and competences

between the two allies of the partnership, teachers and parents. This conforms to what Goodall

and Montgomery (2014) initiated for an” equitable distribution” between teachers and parents.

It is a must that this process is preceded by the raising of the teachers’ awareness

towards employing parental involvement on the ground. Teachers initially should have the

readiness and determination to work with parents as real partners and then to afford the parents

the tools to do so. Technically, teachers can work in accordance with the available tools between

their hands nothing more, nothing less. While most of the teachers expressed that it is enough for

parents to show interests in what their children do at school, the responsibility of the teachers is

to show them how to do so in accordance with what is accessible systematically. By doing so,

we could accomplish the ultimate goal of raising the parents’ awareness within the limits of the

teachers’ available resources. Arguably, that teachers’ role in activating parental involvement is

pivotal and primary, hence the need to insure new concepts and to revitalize the already pre-

existing positive ones regarding parental involvement is essential to activate it.

Having regard of the above teachers’ role, this is not to deny the community

responsibility to raise the parental awareness towards their children’s learning. In fact, one of the

FL teachers pointed to the need of the solidarity of the community in this domain.

“So a lot of information and advertising work through the media need to be done so the

parents become aware they are really needed.” (Eeva)

This also sheds lights on the need for awareness and education for the young families. Indeed,

these campaigns need a general orientation adopted by civil society organizations. It might also

38

be launched in cooperation with schools, considering them the first social incubator for

individuals after families.

PLC available tasks to raise parents’ awareness

This part highlights the tasks available to teachers to raise the parents’ awareness towards their

children's FL learning by activating their involvement. Additionally, the FL teachers’ attitudes

towards involving parents in these tasks will be analyzed according to the current situation.

These four tasks are originally extracted from the PLC environment and can be considered as

new channels to open with parents in order to raise their efficiency. It should be borne in mind

that these tasks are broad lines to follow in an attempt to embrace parental involvement more. At

the same time, it is important to note that creativity in implementation is also required according

to the context.

Sharing in Planning

One of the critical challenges to involve parents in their children's learning is to involve them in

planning either for the parents' activities or for their children’s tasks. What was apparent in the

interviews is that this challenge is a combined threat. On one side, teachers do not have

intentions to involve parents in planning.

“School has the active role.”(Mary)

On the other side , parents do not have the desire to participate in planning considering it part of

the teachers’ responsibilities, as one of the teachers commented.

“There is nothing in planning because parents’ see it as teachers’ responsibility.”(Eeva)

In this respect, a teacher pointed that most of the parents are completely not motivated even to

receive the goals of the curriculum from the teacher.

39

“I have noticed that parents are not interested to share the goals and planning with them. When

I went to the parents meeting, I asked them” do you want me to send you a message about the

goals and the assessment, I have had one raised hand .In Finland They rely on us, and they

believe that we know what we are doing.”(Ellina)

However, participating in planning may be one of the reasons why parents refrain from

participating in most of the activities. This idea is built upon what Fullan (2007) illustrated when

he indicated that the fate of a top-down decision is often overlook due to a lack of knowledge

about it, while the shared decision creates a kind of alliance. This is because shared decisions

generate responsibility and affiliation. In addition, there should be a deep belief from the

teachers that parents are practicing their democratic rights (Janssen & Vandenbroeck, 2018).

When talking about planning, one of the teachers mentioned the issue of keeping the teachers’

authority, but as a matter of fact parental participation in planning does not mean to plan for key

decisions that design the academic path; on the contrary, planning could be afforded to parents

by guided instructions. This is compatible with what one of the teachers mentioned about

involving parents in planning for their child’s time to study for tests in test guidance. She said

that parents were happy with it. But again it is an individual practice. Besides, parents sharing in

planning could be simple and oriented to detect parents’ concerns and interests (Ayoub-

Mahmoudi, Khoshnood & Babaei, 2014 reviewing Freire’s perspectives). This leads one to think

of the school’s role in sharing planning with for the parental activities including the official ones

like meetings as well as for the extracurricular ones.

Although the Finnish educational legislator realized the importance of involving parents

in planning for the national curriculum, it is necessary to individualize this experience to cover

all parents at the level of their own children’s learning and generalize the benefit. Involving

parents in planning contains two major benefits: firstly, effective parental participation in

planning will stimulate the planning skills in the lives of parents, as these skills are essential for

40

any successful achievement, with significant returns yielded by children. Secondly, by aligning

with what Noguera (2001) witnessed when involving parents in planning for their children’s

school matters, planning creates a kind of responsibility and subsequently a real commitment

from parents. It is worth noting that discussing how parents could participate in planning can be

part of the planning sessions that teachers regularly hold under the umbrella of PLC.

The overall fact emerging from the interviews is that there is no participation whatsoever

for parents in planning because mainly teachers exaggerate in anticipating the role of parents in

planning. Therefore, they are always reluctant to delegate part of their authority to parents.

Setting things straight and raising the teachers’ awareness in sharing planning with parents is the

gate of raising the parents’ awareness. This need should be covered in the teachers’ training

programs.

Sharing in Assessment

One of the most important activities for the learning process which parents are interested in is

assessment. Parents show a lot of concerns regarding the progress of their children’s learning.

Clearly stated by all of the teachers, teachers keep parents informed with the progress of their

children on a regular basis. From the interviews, it was clear enough to conclude that parents’

need in this case is entirely satisfied. It is satisfied to the extent that sometimes two assessment

notifications of the same type (electronic) are used, the situation which was criticized by one of

the teachers for causing confusion for parents.

“We transfer all assessment for parents, information about grades, exams, peer

evaluation and other assessments. Sometimes we do that twice through using two

different channels and that is confusing for parents.”(Eeva)

41

One of the points that were repetitively stated in the interviews by all of the teachers was that

teachers do not share the assessment criteria with parents. They simply did not any intention to

broaden the knowledge of parents about them.

“We don’t teach parents the assessment criteria. Parents learn about them by their own

by looking at the assessment results.”(Mary)

This typically has impacted the parents’ ability to understand or sometimes handle the

assessment results.

“Assessment is problem because we used to have grades. “(Ellina)

Two teachers even stated that some teachers themselves do not understand the assessment

criteria to be able to convey them correctly to parents, which constitutes a problem in itself.

“The criteria in the curriculum are very hard to read even for the teachers.”(Ellina)

Essentially, in such instances especially when parents are not acquainted with the idea of

assessment “of learning”; misunderstandings occur and consequently mislead parents. This is

what Stiggins, (2002) cautioned about, in addition to a point one of the teachers raised from

describing the continual questioning by parents about how to evaluate their children's progress in

FL learning since they do not have numerical evaluation.

Since the Finnish curriculum allocates a large portion of assessment outcomes to

“assessment for learning” for the elementary grades, it is instrumental to raise the parents’

awareness towards the assessment process. This would provide enough room for parents to

follow their children which would result in a healthy learning environment.

Remarkably, the Finnish system has a merit in the open door policy. Therefore, it would

be a wise investment if this opportunity is reconsidered to approach parents in the assessment

42

task. Like Coleman (1998) pointed out, parental class visits are a chance to assess their

children’s performance.

To sum up, it was revealed that involving parents in assessment is confined to the pupils’

results reports. Additionally, the teachers’ awareness of involving parents in assessment is

limited to the real practical implementation. This explains the complete disapproval of the idea

itself and consideration of it as being against the law. What is meant in this procedure is not

giving grades but providing parents with the knowledge of the assessment criteria to provide a

healthy environment for children’s learning. To be concise, it is not full but reasonable.

Intervention and Enrichment

Both tasks are outcomes of the assessment process. With regard to intervention programs, it is

fair to say that the Finnish system does not lack such programs to be executed with parents and

they are managed in succession with the relevant experts. Teachers keep contacting parents

using different means, concluding with face–face meeting with parents in such programs.

“We explain the disruption in behavior for parents in Wilma and sometimes if parents

never go back, we contact them.”(Katri)

“We call parents and ask for meeting and discuss the problem with them. The meeting

has to be documented.”(Eeva)

Furthermore, teachers play a vital role in networking with the social workers in the cases in

need of an expert.

"We might have discussions with parents with psychologists and social workers, and we

might organize a discussion with a special needs teacher with parents."(Mary)

43

With respect of having that kind of limitation on extending the intervention programs with

parents in the first and second grade, this approach is totally justified because adopting teaching

FLs from the first grade is new in Finland.

“I don’t want to load the pupils and the parents with intervention materials.”(Olli)

As a matter of fact, these interventions characteristics go along with Notes and Barnett (2010)

and Barnett’s (2011) studies in being comprehensive covering all aspects of pupils’ life and

learning. Additionally, these interventions are implemented in coordination with parents that are

in line with the successful partnership programs of New Zealand schools (Education Review

Office, 2018).

What is needed in the next step of implementing intervention programs is an extensive

follow-up and a sincere assessment of the pupils’ progress. This is what is recommended by

Berninger and other authors (2001). Therefore there should be evaluation sessions with parents

that are carried out periodically and supported by results for interventions for FL young learners.

In relation to enrichment, it was evident that there is no fixed package or well-knit

programs for FL enrichment for young learners to share with parents. Such programs are not

offered to those pupils who demonstrate proficiency until their parents initiate them.

“Not much. Maybe, there are some activities for parents to share projects with fluent

pupils.”(Mary)

“Some parents contact me for extra material. I will provide them with materials modified

to fit their background or from the choice of the pupil, but that is rare.”(Eeva)

Even when being initiated by parents, they include just general tips as a response. It might be

because of the workload the teachers have. When talking about the enrichment materials in

books, this does not help much because such materials do not take into consideration the

44

particularities of each pupil and his or her parents. Besides, the problem persists because first

and second graders do not have books.

“We are trying to do it but we don’t succeed every time because there is one teacher

here! Nowadays the books are really good so there are extra pages and some additional

things they can do. They have their iPads too.”(Ellina)

It could be said that the enrichment programs would be valuable opportunities to seize in order

to involve parents in their children’s FL learning, if these programs are well designed. Parents

are so encouraged in such situations as DiGiorgio (2010) proposed especially if these programs

are designed in private to address the pupil and his family’s needs and concerns.

In practical terms, these two tasks could be supported in the next two principles, knowing

about the background of parents and better design of homework. This would reinforce and

introduce a new, coherent approach to managing intervention and enrichment tasks with parents

in the new emerged model.

5.1.2 Availability of Background Knowledge is a Key Factor

One of the most salient outcomes of this study is that there is no survey, by any means

whatsoever, conducted for parents at any particular stage to detect the parents’ background.

“When the child applies to the school nobody asks about the parents’

background.”(Katri)

To speak more relatively, FL teachers know little if anything about the parents’ background or

their interests.

“What I know what I deduct actually. I think I can guess according to the child's

behavior for example, but I would know that about my class pupils.”(Olli)

45

“As a language teacher, parents don’t want to give me all the information. Usually, the

classroom teacher knows more about the families’ background.”(Verpi)

FL teachers even lack the proper coordination with the classroom teachers who themselves

might have a limited knowledge about the parents’ background.

“For me, as an English teacher, how much I know about the family background depends

on the classroom teacher. I have to be active and ask.” (Ellina)

Some teachers expressed concern about interfering with others' private lives.

“The wealth is very private.”(Olli), “but we can’t ask “are you married or…! We know

about the talents of those parents who are open and tell but we don’t ask.”(Katri)

Some other teachers believe that they have adequate information about what they are supposed

to know but again about specific pupils. One of the teachers did not find any relationship

between knowing about the families’ background and the teaching process.

“It is not relevant.”(Katri)

Whereas another teacher felt that it is significant.

“For example if there is a divorce in the family , it is very important for the teacher to

know that as well because it shows in the child's behavior, for example how he does his

schoolwork.”(Olli)

As it was expressed by the same teacher, parents are aware of the importance of sharing some

critical information about their background with teachers and they do it voluntarily.

“The parents are very much aware that if there are big things happening at home, they

affect the schoolwork and then they inform the teacher automatically.”(Olli)

46

Knowing about parents’ background is not only activated in the psychological field but it is also

significant in other practical issues. The teacher gave another example of how it is important to

recognize what foreign languages parents know when assigning interactive homework.

However, there is little evidence in the interviews that teachers activate such information except

in the parental occupations field and some multicultural activities.

Discussion of the Need of Principle Two: Understanding Families’ Background, Interests

and Needs

In fact, the lack of knowledge in families’ background might hinder parental involvement

because parents, like all humans, are optimally motivated according to their interests and needs.

This call is supported by Epstein and her colleagues (2002) who considered knowing the

families backgrounds as a basic for establishing a productive partnership with parents. Also this

need corresponds with what Lawson (2003) found regarding how parents’ concerns define their

perception of parental involvement in their kids’ learning and determine their expectations of

this relation. Gestwicki (2012), in turn, depicted how families respond more to the teachers who

react with them based on understanding their lives. Darch, Miao and Shippen (2004) paid

attention to this issue and suggested a survey about the parents’ interests and concerns as a

starting point in their parental involvement model. When calling for such an approach, this does

not mean forcing individuals to disclose any information to be circulated but this could entirely

be on a voluntary basis with options to choose which data to share. Certainly, the purpose of

gathering such information should be highlighted to parents. Moreover, collecting the data could

be conducted once a year, at the beginning of the first schooling year, and could be valid for all

phases of elementary grades unless some information needs to be modified. Feasibly, this

principle constitutes the basis of launching any parental involvement program. Such principle

helps to reveal the intrinsic needs and concerns of families. In summary, parental school

47

activities as well as classroom activities should be guided by this principle if parental

involvement is to be encouraged ideally for the following reasons:

1. Better design for parental activities.

2. Providing teachers a better understanding of home learning environment.

3. Providing teachers a better understanding of parents ‘capacities and competencies.

4. Ensuring a better respond from parents when initiating any parental program.

5.1.3 Involving Parents in Learning at Home

In the interviews all of the FL teachers reported that they assign homework for the children to be

done with parents. This teacher illustrated an example.

“We ask parents to prepare for a project with their child at home.”(Mary)

Specifically, teachers commonly described the homework to be simple. In that way the time of

parents and the age of young learners are taken into consideration.

“I am talking about little reading homework, the parents is the one who listens to his/her

child reading.”(Olli)

“I sometimes ask parents to play a game with the pupils and provide them with the

instruction via Wilma.”(Verpi)

Besides, teachers assured taking care of issues like parents’ abilities in case they do not know the

FL being taught.

“When giving homework, we (teachers) should think about the foreign languages the

parents know.”(Olli)

48

When raising the issue of “interesting homework” in the interviews, one of the teachers

emphasized that interesting homework in FL learning is not realistic for the reason that pupils do

not socialize in school related things but in those related to their hobbies.

In the same context, one of the teachers cautioned that homework with parents does not

mean that the student is excused from performing part of this homework on his /her own.

Conversely, teachers did not mention anything concerning the frequency of such homework.

Discussion of the Need of Principle Three: Better Design of Homework

Homework is used traditionally to extend student learning or to confirm acquired knowledge.

But, homework could be a very fruitful tool for the teachers to use in order to activate the

parental involvement positively. Well designed homework is likely to help parents to be

informed with what their children learn at school , being interested in their children’ s learning

and interact with teachers if they need further information about the homework ( Green et al.

,2004). Therefore, teachers should be encouraged to activate the use of it within specific

standards. All of the teachers assured that homework should be interesting and simple. This

corresponds to Battle-Bailey (2004, p.38) who stressed on the point that if we are to use

homework as a tool to encourage parental involvement, homework should be carefully designed

to be interesting and attractive for both parents and pupils. He added that parents and pupils are

more encouraged when homework expresses their concerns, hobbies, activities and covers the

“family profiles “in general(p.38). This is also in line with what a teacher said about parents'

knowledge of FL languages. Consequently, it is a clear evidence of the need of information

related to the families’ background when designing homework which emphasizes the need of the

second principle, Understanding families’ background, interests and needs.

Finally, teachers should also be encouraged to design interactive or constructivist

homework which is built upon reinforcing social interaction with parents. Moreover, teachers

49

should maintain open communication lines with parents to guide them to the best practices to

accomplish such kind of homework (Battle-Bailey, 2004, p.39).

It should be mentioned that this principle combines the type of parental involvement

"learning at home" of the Epstein framework and the four PLC tasks in the new model.

5.1.4 Communicating Parents

The interviews revealed that the parent–teacher communication is managed through different

communication channels such as Wilma, calls, meetings, conferences, flyers and more. In the

interview narratives, some teachers stated that parents are asked to give their feedback for

limited parental activities and some parents respond and some do not. Conversely, all of the

teachers repeatedly mentioned the challenge of having few numbers of parents attending the

school activities and responding to messages.

“That has been one way in the recent years; increase the number of the parents

attending the school, but still the number of parents is very low.” (Eeva)

One reason for this phenomenon might lie in what all of the six teachers mentioned about the

work commitment of parents. Nevertheless, the school communication system has certain

deficiencies in helping FL teachers in involving parents ideally. For example, while the teachers

expressed the need for face-to-face meetings, there is no stated approach to enable them to

realize this desire on an equal basis for all parents in the same way it is available to the

classroom teacher.

“The only approach with parents (officially stated in the curriculum) is the assessment

session with the classroom teachers and the meeting with parents.”(Verpi)

50

They said that a face-to-face meeting is the most effective method of communication. Some FL

teachers expressed the need for such a unified system with reluctance due to workload and lack

of incentives.

“I prefer face-face discussions more than filling forms.”(Eeva)

The same teacher continued:

“As an English teacher I teach around one hundred pupils! You can imagine if I have to

meet all of their parents comparing to around twenty pupils for the classroom teacher

and they are paid for these meetings.”(Eeva)

“It is now a bit sort in the air and they create their own systems. I am in a temporary

contact here and I am sort of skeptical .Should I sort of teach the parents my way of

doing things when the next year someone else might be here and the system might

change. That is what makes it a little bit complicated...it shouldn’t be depending on the

person or the teacher but the system should stay no matter who is teaching. There should

be an approach for FL teachers to involve parents but I am not sure if the current system

is the best one. We should have one but I don’t know how to apply it.”(Verpi)

Also, the lack in coordination between the FL and classroom teachers might hinder the optimal

operationalization of parental involvement. It is a point to reconsider when creating an approach

for parental involvement.

“The class teacher meets with the parents. They don’t even know my name.”(Eeva)

51

Discussion of the Need of Principle Four: Establishing Protocols for Parents - Teachers

Dialogue

Open dialogue between schools and parents is essential in order to establish and foster the

working mechanism for the parental involvement programs and thus reflect the positive returns

on the pupils ‘learning process. Thus the open channels necessarily contain continuous

evaluation for each phase or each procedure. However, there is no reference in the interviews for

parental surveys on a regular basis to explore the parents’ opinions about the school activities.

To stay on track, Epstein (2013) recommended a continuous substantive review to gauge

partnership programs in "goal-related partnerships" and "evaluation of partnerships". Therefore,

the current parental involvement programs need to be continuously revised based on their

effectiveness to children, parents and teachers. Accordingly, this study tries to develop the

communication, or the parent- teacher dialogue, from the premise of the PLC environment.

It is assumed that by adhering to this principle, many challenges and weaknesses can be

faced and addressed through utilizing the communication channels to develop the PLC four tasks

(planning, assessment, intervention and Enrichment). Initially, there is a need to revise the

structure of the overall communication tools in order to complement each other and add quality

additive to them. To put it more straightforward, some of these tools entail remarketing through

reprogramming, as is the case with the open door policy. Additionally, face-to-face interview

scenario is needed to be reformulated and coordinated with the classroom teachers. By doing so,

this would extend the range of “problem-based meeting” available for the FL teachers to include

all parents. Ultimately, the development of communication tools should act to develop the

teachers’ practices in the PLC tasks guided by the parents’ needs and concerns. In other words

parental opinions during the communication process would be taken into consideration when

teachers plan, asses, intervene and enrich the pupils’ learning. Therefore the restructuring

52

process of the communication tools would yield its results by approaching the parents more

intensively and generating the result of increased involvement in the new model.

Finally, as a part of the revision of the parental involvement programs, parents should

always contribute their opinions. This notion corresponds with Epstein and her colleagues

(2009) when they suggested an annual survey for the parents’ reaction for the school program.

Also taking the parents attitudes towards their involvement into consideration is essential to

reinforce the partnership and overcome the school-home isolation (Epstein, 1986).

In the model this principle matches “Communicating” type of parental involvement in

Epstein’s framework.

5.1.5 Involving Parents in Volunteering

The narratives demonstrated that some teachers were enthusiastic about the idea of having

parents at school in order to show parents how FLs are taught these days. While this attendance

can represent a form of volunteering by parents, most of the teachers saw that the

communication with parents based on having them as volunteers at school is unrealistic mainly

due to parents’ commitment during school time.

“This (Volunteering) happens in Finland very seldom because parents are working. Only

in the workshop day, I can have some parents as volunteers. Last October we had three

parents here even it was Saturday.”(Katri)

“I asked parents to come to my class and observe a lesson. Only one parent

came!”(Mary)

“I would say that Volunteering is almost next to zero. There might be projects based on

the professions of parents.”(Verpi)

53

All of the teachers attributed the lack of participation as volunteers to the parents' work

commitments.

“Parents work and it is difficult to take a day off.”(Mary)

There are attempts to diversify volunteerism through alternatives by encouraging pupils'

grandparents to attend on behalf of parents.

“I think it might be some projects going on here in some part of Finland that

grandparents come to classes and it really helped to calm children down.”(Ellina)

“We ask if they (children) have any grandparents or anybody who would come

here.”(Katri)

Some teachers mentioned about organizing comprehensive festivals and big events where

parents attend.

Furthermore, all of the teachers mentioned the parents’ council role in volunteering in the

Finnish schools.

“We have parent union meeting three times a year where we plan for activities for the

workshops.”(Katri)

Discussion of the Need of Principle five: Diversifying the Volunteering Forms

Parental involvement opportunities depend on creating meaningful methods to enhance

communication between school and home. Thus, parental volunteering can have multiple

benefits to meet the real needs of the parties of the tripartite relationship of parents, teachers and

students. Epstein (2010) believes that this partnership turns schools into family-like schools

where the pupil feels included and all parents are welcomed. In order to create that welcoming

environment for parents, it has been recommended to generate the feeling that they are needed.

Lastly, focusing on promoting volunteering in this study stems from the importance of using it

54

as a means to develop parental involvement with the intention of developing the four related

PLC tasks professionally.

As a matter of fact, volunteering can take different forms to fulfill the purpose of parental

involvement. For example, Epstein and her colleagues (2002) did not restrict volunteering to be

as an audience in schools which is widely served in the Finnish environment. They also

illustrated that there could be other choices, for example volunteering for the school at times and

places outside of regular school activities or real volunteering tasks in school to help teachers.

Although there are some attempts to have parents as volunteers at schools, for example

hosting parents to present a new culture, these attempts are confined to some families.

Meanwhile, the ultimate goal of volunteering should cover all of the families taking into

consideration family-by-family conditions to ensure a better parental involvement on an equal

basis. Therefore, the idea of volunteering in school and classrooms could respect parents’

commitments by adopting a new vision of volunteering electronically with the coordination with

parents. Based on this vision, the volunteering facets could vary accordingly.

Regarding the last choice of volunteering for the school, the parents’ councils in school

could be activated to recruit parents or, alternatively, communicate with them as a dialogue from

parent to parent. It is a need in the Finnish environment, where these councils work broadly only

with teachers or principals.

It is noteworthy that parents are greatly encouraged to participate as volunteers when

they are motivated based on their interests and needs. In fact, this is yet another evidence of the

need for the second principle, "Knowing Parents' Background". In short, diversifying forms of

volunteering based on parental concerns can be an incentive to encourage parents to participate.

This principle corresponds to “Volunteering” type of parental involvement in Epstein’s

framework.

55

5.2 THE PRACTICAL PROCEDURES OF INTEGRATING PARENTS IN

PROFESSIONAL LEARNING COMMUNITY (PLC)

This part is dedicated to answering the second research question by suggesting some sensible

procedures to activate parental involvement.

5.2.1 SWOT Categorization of the Interview Data

The points extracted from the data from the perspective of the PLC environment are distributed

to the four categories of SWOT analysis. The data is hereby categorized into four main

categories: Strength, Weakness, Opportunities and Threats. Strength and Weakness are

considered to be characteristics of teachers’ practices whereas; Opportunities and Threats are

directly linked with the parents or the system itself. In detail, Strengths constitutes the positive

activities and orientations which frame the actual practices of the teachers in dealing with

parents. As for Weakness theme, it expresses the loopholes in the teachers’ practices that

constrain the parental involvement. Concerning the points that encourage the parental

involvement in the system or reasons related to parents, they are considered to be Opportunities.

Some other opposite points which are recognized as obstacles in the system or reasons related to

the parents are categorized as Threats. (For the result of data SWOT categorizations, see

Appendix 3)

SWOT Categories

Strength Threat procedure

Opportunity procedure

Principle Threat procedure

Weakness Opportunity procedure

Figure (3): Extracting Procedures from Principle out of Associations of SWOT Categories

56

5.2.1.1 Strengths

Strengths are the teachers’ practices or conducts that could encourage or influence on parental

involvement positively. As it was commonly indicated through the interviews, there is an overall

orientation to share with parents information regarding their children’s FL learning process. It

was clearly stated by all of the teachers that they keep parents informed with the progress of

their children’s learning achievement through sending the assessment results on Wilma, the

electronic platform of the schools in Finland.

The next positive point is represented by what one of the six teachers reported regarding

a yearly clock that every teacher at her school has to follow to check the time of each parental

activity and ensure to achieve it on time. She reported that the administration regularly reminds

them of the dead lines of these activities so that they do not miss any.

Another positive point that emerged from all of the interviews is the diversification of

the communication tools utilized with parents. On regular basis teachers maintain a two way

channel with parents by parental evenings, face to face meetings, emails, papers, flyers, calls,

electronic platforms and even through the pupils themselves.

Two other practices worthy of mention as strength point are what one of the teachers

mentioned about sharing with parents with the policy used to teach FL and encouraging them

to support their child in tests through a handout.

“At the beginning of the school year , I send a letter for the parents about my ideology in

learning and teaching , what kind of activities I use , what kind of work system we have ,

what they (parents ) can do at home to help, I might mention that we are doing these

kinds of topics “

“In the test handout I explain for the parents what have been the targets of every unit

and what kind of things I measure when I give the test and I always give this information

one week before the test…and I tell parents It would be nice if you had time to ask the

57

vocabulary for your child for example and plan together in what kind of ways to divide

all these tasks that they should do in preparing for the test.” (Olli)

It should be emphasized that these two practices are individual efforts never referred to by other

teachers.

In addition, all of the teachers mentioned that they have sort of intervention programs

when behavioral and academic problems are diagnosed. They contact parents in these situations

asking for face to face meeting to find ways of resolving these problems. A teacher added that

these meetings are also documented. Extensively, teachers mentioned a series of arranged

procedures with different competencies to help in every definite case. Although the academic

intervention is a policy but teachers stressed that they only do it in the serious problems because

they do not want to put pressure on pupils and parents in the first grades in learning the FLs. One

FL teacher who is also a classroom teacher attributed the problem in FL learning in the first and

second grade to the weakness in the mother tongue and so she generally concentrates on the

mother tongue and contacted parents for more discussions in that direction. She confirmed that

beginning from the third grade, they start engaging parents with the intervention programs.

Moreover, most of the teachers stated that they assign homework for the pupils to be

done with parents. However, they reported specific kinds of homework which are mostly

characterized to be simple and interesting.

“I am talking about little reading homework, the parents is the one who listens to his/her

child reading.”(Olli)

“I sometimes ask parents to play a game with the pupils and provide them with the

instruction via Wilma.”(Verpi)

“We ask parents to prepare for a project with their child at home.”(Mary)

58

“When parents are planning to travel somewhere in the vocation, I ask them to let their

child use the language (FL) there.” (Ellina)

On the other hand, the teacher emphasized that they continue to advise parents not to greatly

assist in the homework of their child and another stressed that the child should have a part of

homework with the parents to do on his own.

An additional strong point to add is the teachers’ readiness to cooperate with parents

to enrich the pupils’ FL learning if the parents ask for more challenging tasks. This readiness to

extend the pupils’ FL learning with extra materials was expressed and confirmed by all of the

teachers who were interviewed in case parents initiate such a step.

“Sometimes parents ask about some web pages and of course I would recommend

something.”(Olli)

Approximately all of the teachers stated that parents are sometimes required to evaluate the

activities which are addressed to them but that is not applied regularly or systematically.

Finally, another strength point identified in the teachers ‘practices could be concluded by

considering Wilma as a comprehensive and activated platform to contact parents. Referring

to Wilma every now and then in the interviews was extensively remarked. This platform is

adopted by all of the teachers to send messages informing parents individually and collectively.

5.2.1.2 Weaknesses

Weaknesses are the teachers’ practices or conducts that could encourage or influence on parental

involvement negatively.

Broadly speaking, there is no specified stated approach for involving parents in FL

learning. Although there is a general agreement on involving parents, there is no specified

approach adopted by FL teachers to ensure the best involvement. The approach is more

59

personalized. In fact, this was criticized by two teachers. All teachers mentioned that the parental

activities manifestly stipulated in the Finnish Core Curriculum provide for two yearly meetings

with parents conducted by the classroom teacher. One of the teachers interviewed reported her

voluntary attendance for the general parental meeting conducted by the classroom teacher to

discuss the policy of teaching and learning FLs for the grades she teaches.

“The only approach with parents (officially stated in the curriculum) is the assessment

session with the classroom teachers and the meeting with parents.”(Verpi)

“Some activities are agreed upon (the compulsory part) and some from the teachers’

own efforts.”(Mary)

“The difficulty is that we don’t really have any kind of chosen system even in the school.

Everybody, all of the teachers, do it their way and the ways can of course be different

and I think it is really difficult also for the parents to sort of follow ….with languages we

don’t have any kind of system how to do the evaluation with the language with parents

because usually the language teacher is different from the classroom teacher and the

classroom teacher is the one who organizes the meetings.” (Verpi)

Furthermore, Lacking for an approach in dealing with parents would create an unequal base on

which parents do not receive the same treatment from every teacher.

“Maybe personally I can do here whatever I like but then it is not equal for everybody

and I think that equality is very important.”(Eeva)

However, one teacher saw that the difference in approaches in dealing with parents stems from

the freedom in the pedagogy that the teachers enjoy in the Finnish context.

One of the FL teachers even went beyond the need of a stated official approach in

schools. She called for the need to develop an inclusive approach for parental involvement

60

which is extended to incorporate all stakeholders from the school personnel to the community

members and encompasses all the learning phases including the kindergarten. One of the tools

used in order to achieve that goal is to raise the parental awareness towards encouraging the

dialogue between school and parents.

“There is a lot to be done because the tradition is so strong that traditionally parents

come, or came in last decades , just to listen to presentations from the principal and from

the teachers and I think it is just boring same content …. so a lot of information and

advertising work through the media need to be done so the parents become aware they

are really needed and welcomed to have a dialogue about what is going on so it is not

lecturing….and the KG teachers need to be informed about this change we wish for

parental involvement.”(Eeva)

Another constant issue mentioned by all of the teachers is that there is no enrichment program.

In that context, all teachers expressed that they do not contact parents in this regard until parents

or in some cases the pupil herself initiates that. In this case they are ready to help to give general

tips to guide parents. One of the teachers pointed out that such enrichment materials are

available in books. Another teacher presupposed that Finnish parents know how and where to

find extra materials for their kids’ FL improvement.

Another weak point was that FL teachers would contact parents asking for face-to-face

meeting only when there is a serious problem.

The organizational practices regarding the arranging of face-to-face meeting for FL teachers

with parents was described eloquently by one of the teachers as “risk-problem based contacts

”(Eeva)

Two teachers expressed clearly the need for FL teachers to have face-to-face meeting especially

when pupils come to school in the first two years or are newcomers to the school. By doing so,

61

informal relationships with parents are established which can facilitate friendly requests from

teachers to parents later on.

“And there are then non-formal meetings with parents when teachers can talk with

parents and the pupils more.” (Mary)

“Everything has to be done with the parents with the families, so it is not only teaching

the content of English language and then measuring how well or how all is done and

then inform parents if there is a risk or a challenge … it, I mean meeting with the

parents in person , face to face, should be started when the child starts in our school but

if there is only me as a FL teacher ,I can’t solve the problem “(Eeva)

Additionally, it was reported that there are no open channels between the teachers themselves.

There is a lack of coordination among teachers in the matter of contacting and involving parents.

As discussed earlier, the classroom teachers have a scheduled opportunity to contact parents at

least twice a year, while FL teachers do not have a clear, stated approach to do so. As a result,

classroom teachers are the teachers who have information about the parents’ background and

other related information if any, but FL teachers remain with no access to such information

except for a little. Some teachers considered some information related to parents’ background as

a privacy issue except for the information related to the work of parents or their culture.

Something else to add in the weakness classification is what the interviews revealed

about assessment and planning for the FL tasks. Teachers stated that these two tasks are

entirely conducted by them. For planning, teachers do not trust that parents might come up

with new or interesting ideas to share with them in planning. Nevertheless, planning as a

conceptual activity could be extended to encompass the teachers’ activities and the big parental

events the school organizes. Both of them lack parents’ participation.

62

“I pick up the topics, usually they are happy with them, I do not remember that that they

have ever suggested a topic that I haven’t thought about” (Olli)

Nearly half of the teachers believe that parents are less likely to be involved in planning

because it is a natural and positive result of trust placed on the teacher and thus teachers act in

accordance with this trust fully.

“In Finland they (parents) rely on us, they believe that we know what we are

doing.”(Ellina)

One teacher assumed that parents think planning is part of the teacher’s responsibility so parents

take the decision not to share in that task. However, one of the teachers mentioned that as a

personal effort, she has her pupils share in planning for their general goals from learning FL at

the beginning of the year. This is documented and sent to homes to inform parents with, yet

remains no actual participation for parents in planning.

Regarding assessment, in their initial reaction on this issue, teachers expressed their

complete disapprove for sharing assessment with parents for many reasons. One of these reasons

is that teachers think that parents are not qualified enough to do so. Moreover, some teachers

want to maintain their authority as it is literally expressed. As for others sharing assessment with

parents is something against the law and is an unconventional practice.

“I want to improve parental involvement to certain point but teachers need to have the

authority.”(Ellina)

When asking teachers if parents know the assessment criteria of FL learning, half of the

teachers stated that some teachers themselves are not familiar with the assessment criteria to be

able to covey them to parents. Nevertheless, there are some attempts to do so but they are not

systemized.

63

“The assessment should be during learning not after learning, this is not fully

understood by the teachers. “(Olli)

5.2.1.3 Threats

The threats mentioned here stands for the challenges facing ideal parental involvement related to

the system or problematic reasons related to the parents themselves.

One of the most insistent challenges or threats facing FL teachers is trying to achieve

acceptable levels of parent attendance for school activities due to the perceived shortage.

“That has been one way in the recent years; increase the number of the parents

attending the school, but still the number of parents is very low.” (Eeva)

The other threat which could be associated with the one specified above is that most of the

parents have their own jobs in Finland. This can generate a time discrepancy problem.

“Most of the parents are working at the same time of school.”(Katri)

Even this can create another hindrance when parents don't have enough time at home after

work. Parents’ time is one of the obstacles mentioned repeatedly by the teachers in the

interviews. It was found later that many issues related to parental involvement are built upon this

assumption by the teachers.

In addition, the ideal parent participation is also threatened by the passive interaction of

parents in communicating with the school. The parents ' interaction with teachers was described

to be generally passive where most of the teachers talked about cases where they contacted

parents for several times by sending messages but received no reply. Some teachers hinted that

they do not know even if the parents read the messages or not. Besides, teachers rarely have any

feedback from parents for any procedure they take or message they send. Almost all of the

teachers depicted communication with parents as a one way channel.

64

“I think it is more that I give more information and ideas and they use and do what they

do most of them don’t inform me back ;so it is more like from my direction to them but

not a lot from their direction towards me.”(Verpi)

Another threat which was identified by the teachers is the fact that parents do not know about

the assessment criteria in FL learning generally and for the first two grades particularly. This

might broaden the gap because the parental views about assessment are restricted to the test

grade.

“The idea of assessment for parents is about how their child is doing in a test, of course

it tells something, but in first and second grade, we don’t have tests. That is why parents

ask more about their child success in FL learning.” (Olli)

The teacher also expressed her uncertainty that parents understand the current assessment system

which is not informed by the numerical grades in the first grades.

“Assessment is problem because we used to have grades. “(Ellina)

In accordance to most of the teachers’ comments, parents do not have the desire to

participate in planning for their children‘s learning. Therefore the absence of willingness to

participate in planning is considered to be an additional threat related to parents themselves.

Teachers built this perception about parents based on previous experiences as they reported.

Some teachers ascribed it to the parents’ trust on teacher as previously pointed out. In any case,

most of the teachers stated that parents do not share in planning for reasons related to them.

“The parents are not eager to be involved. “ (Katri)

“I have noticed that parents are not interested to share the goals and planning with

them. When I go to the parents meeting, I ask them” do you want me to send you a

message about the goals and the assessment, I have had one raised hand.” (Ellina)

65

A Further threat for an effective parental involvement analyzed from the data is that there is no

systemized stated approach for FL teachers to facilitate organizing face-to-face meeting with

all parents. According to teachers, each FL teacher teaches approximately one hundred pupils.

It would be impossible to meet all of their parents because of the teachers’ time and duties from

one side and the parents’ time from another. At the same time, the need of such meetings was

previously discussed. Subsequently, it is a pressing priority to find out the best solutions for such

a problem because almost all of the teachers want to be part of this system but they do not know

how to manage it. One of the teachers expressed concern about the availability of incentives for

FL teacher to accomplish this huge task with this large number of parents compared to the

classroom teachers. In that vein, one of the teachers reported that she always takes advantage of

informal meetings, for example the school festivals, to speak with parents.

Finally, some teachers mentioned a threat concerning the system of using two different

communication tools from the same type to communicate parents. A teacher gave an example

of two electronic platforms where they were both utilized to pass the assessment results for

parents; according to the teacher, parents were confused.

5.2.1.4 Opportunities

More to the point, Opportunities are the chances which are available from the parents’ or/and the

system’s side and could be seized to activate parental involvement.

The first opportunity lies in the unique notion in the Finnish educational system that

“parents trust teachers”. This belief is really internalized in education to the extent that one of

the teachers could not decide if parental involvement is needed or not in such a situation where

teachers do their duties perfectly and parents rely on that.

Moreover, the Finnish educational system adopts the open-door policy. This is

considered to be an additional opportunity to seize as confirmed by all of the teachers. It

66

provides for the free attendance to classes any time but again the problem of the parents ‘time

should be addressed. Also, the system enhances any means or efforts towards maintaining open

channels with parents as all of the teachers confirmed.

“We have open channels with parents, any time the parents want to call the teachers and

talk with them, it is possible.” (Mary)

The teachers reported that some parents are well aware of their parental role and continually

express their readiness to help and support their children and ask teachers to provide them with

the techniques and the methods. This indicates that some parents have the basis to demonstrate

their interests in what their child is doing in school, but they need to be oriented to the best

practices and behaviors to reinforce this desire in implementation.

“Some ask for more how to help and to be supportive so they keep asking me as a

teacher to help.”(Verpi)

One of the teachers went beyond that to express that parents are aware enough in their role at

home.

“Parents are well trained in dealing with their children.” (Eeva)

An additional opportunity lies in what some teachers mentioned about some parents of show

their readiness to help with enrichment materials for their children.

Another good opportunity is represented on the service provided by the surrounding

community where every association is trying to help in way or another. One teacher talked

about the collaboration between the school, parents, and university to conduct the researches.

Another teacher mentioned about inviting the police and firefighters to join a school festival.

67

Ultimately, the general agreement on importance of parental involvement is that it is

a rich opportunity to build upon.

5.2.2 Implications for Schools and Teachers to Apply the Principles (the

operating procedures)

This study provides the schools and the teachers with practical implications through the use of

SWOT analysis. In consequence, SWOT analysis facilitates implementing the principles by

proposing authentic procedures derived from the Finnish educational environment.

In this part, a summary for the principle will be presented at the beginning followed by a

detailed discussion for how the implications (procedures) for this principle are derived from the

four SWOT associations; to avoid Threats through Strengths, maximize the benefits of

Opportunities through Strengths, avoid any connection between Threats and Weaknesses and

finally seize Opportunities to tackle Weakness. Each one of these association is presented in a

special table.

Principle One: Raising Parents’ Awareness Towards their Children’s FL Learning

This principle forms the basis for encouraging and promoting parental involvement. It is

important for teachers to take advantage of the PLC tasks they continually perform from

planning, assessment, intervention and enrichment to increase parents' awareness of their

children’s FL learning. This will offer parents a real opportunity to participate in these tasks and

ultimately empower them. By doing this, teachers help parents track their children's learning

progress and demonstrate their interests in what the child is doing at school in a productive,

inclusive and engaging way. Indeed, engaging parents deeply in this aspect can have a positive

impact on behavioral problems as well. This involvement, nonetheless, does not have to be

complicated or crucial but simple and directed towards promoting the essence of the parental

68

involvement. Moreover, the community should contribute and assume its responsibilities to

increase parents’ awareness in general.

Returning to the study environment, it was found that early FL teachers in the Finnish

schools need to work systematically and innovatively with parents to tap the rich opportunities

in the Finnish educational system. It is recommended that teachers use planning, assessment and

enrichment tasks to raise the parents’ awareness towards their children’s FL learning.

Additionally, it is fair to say that the Finnish parents are involved ideally in their children’s FL

learning in intervention tasks.

Avoid Threats by Strengths

The first principle, “Raising parents’ awareness towards their children’s FL learning” can be

yielded by a number of procedures that targets involving parents in the PLC tasks, one of which

is “Creating a fixed package or well-knit programs for FL enrichment for young learners to do

with parents”. Parents are involved here in enrichment task. Practically, this procedure is

facilitated to be applied because of the teachers’ readiness to help in providing enrichment

material to engage parents with (S8). Therefore, we can avoid the threat in the system of the

teachers’ lack incentives to communicate parents (T9).

In the same token, the second procedure of “Encouraging community solidarity,

employers are encouraged to give parents leave for hours in order to enhance parental presence

at schools” is based on two strength points of the existence of; the school parental activities

plan(S2) and the teachers’ desire to inform parents with the ideology and methodology of

teaching FLs(S5).Therefore, schools can avoid threats like lack of parents’ attendance to school

(T1), parents lack of time for their children at home (T2) and parents’ work commitments (T3).

In result, parents would be able to be available at schools or in classes in person to follow how to

plan, assess, intervene and enrich their children’s FL learning (for both procedures see SWOT

table 1).

69

Maximize the benefits of Opportunities through Strengths

Similarly, “Arranging live stream to communicate with parents at the time of the class”

procedure contributes in raising parents’ awareness in their children’s FL learning. This

procedure is grounded in two strength points already exist in the teachers’ practices; the

diversification of the tools used to communicate parents (S3), teachers’ readiness to inform

parents with the methodology of teaching FL (S5). This procedure can be also reinforced by the

provided opportunities; there is a permanent open invitation to attend the classrooms (open-door

policy) (O2), There are multiple open channels between teachers and parents (O3) and the

general agreement for involving parents in their children’s learning(O7).

The procedure of,” Establishing clubs for free activities in school, sports, drawing,

learning languages, or cooking by coordination with other associations to familiarize parents’

presence at schools” would not constitute a burden for schools because it is built upon two

strengths; schools have parental planned activities (S2) and the diversification of the of the tools

used to communicate parents (S3). The Opportunities of having multiple open channels between

teachers and parents (O3) and the community readiness to help (O6) would maximize the

benefits of the strengths and make it more applicable to apply the procedure.

Teachers and schools could tap the media platform to inform parents with the ideology

and methodology in FL teaching since they are ready to do so (S5). Building on this strength, the

next procedure” Promoting awareness campaigns in the T.V, radio, newspapers and the social

media with the collaboration with schools” is built upon. It is also expected to maximize the

benefits of the following Opportunities by employing this procedure; there are multiple open

channels between teachers and parents (O3), some parents are well aware of their role (O4),

community readiness to help (O6) and finally the general agreement of all the parties on

involving parents (O7) (For more about these three procedures see SWOT table 2).

70

Avoid any connection between Threats and Weaknesses

Raising parents’ awareness principle needs to avoid maximizing some shortcomings in the

teachers’ practices from the perspective of the PLC. The suggestion of a “Survey about parents

reactions and evaluation for the parental activities” stems from the need to reduce the effects of

the following two weaknesses; no regular communication with parents for planning (W5)

because parents’ opinion is important to ensure the positive impact and the other weakness point

of teachers’ beliefs of parents’ lack of capacity to offer anything new and interesting (W6). At

the same time this procedure helps prevent the above mentioned weaknesses from meeting with

these threats; the number of parents attending school activities is low (T1) because schools will

be able to approach the parents ’views more and the other threat of the absence of parental

involvement in planning (T6). Consequently, this prevents maximizing the negative impact from

the convergence of weaknesses and threats.

Furthermore, the procedure of “Encouraging teachers to use the European Language

Portfolio (ELP) as a means of raising awareness regarding the assessment criteria and learning

languages” would raise parents’ awareness in the assessment process. This procedure will

correct the concept of parents’ participation in assessment from the real practice, as teachers

believe that parents should have no role in assessment (W8), to the identification of the FLs

assessment criteria to follow effectively. Besides the ELP will make it easier to know how to

assess FL learning in an interesting way without having to go to school because parents work

(T3), as well as provide parents with assessment criteria they do not know (T5) ( For more about

the procedures see SWOT table 3).

Seize Opportunities to tackle Weakness

Finally, the opportunities of the availability of the multiple open channels between teachers and

parents (O3), some parents are well aware of their role (O4) and the opportunity of the

community readiness to help (O6) encourage proposing the procedure of “Creating a body of

71

volunteers and university students to arrange home visits based on the parents needs with the

coordination of the FL teachers”. This body will perform number of tasks which can tackle the

weakness points of the absence of enrichment programs to be applied with parents (W2) and no

regular communication with parents for planning (W5). In addition, this body will have a direct

connection with families to compensate the weakness point of having face-face meeting with

parents in rare occasions (W3) (For more about the procedures see SWOT table 4).

Principle two: Understanding Families’ Background, Interests and Needs

Like the first principle, this principle also constitutes a basis for working with parents as real

partners. Parents are usually found to be highly motivated when the parental activities are related

to their interests and needs. Trying to align the parental activities with the parents’ circumstances

is another critical issue if parental involvement is to be activated.

In the Finnish environment, it was concluded that teachers treat some information about

parents' background with great sensitivity. This explains the absence of a survey about parents’

background. In addition, FL teachers have a lack access for the parental background because of

the large number they teach on one side and the lack of coordination with the class teacher on

the other hand.

Avoid Threats by Strengths

There are positive signs make suggesting the procedure of “Creating a post for a coordinator for

parental activities and parental issues” possible. These signs are the strengths; parents are asked

for the feedback of some activities organized for them (S9) and Wilma is considered to be a

comprehensive communication tool to communicate parents (S10). By implementing the

procedure, the following threats will be confronted; parents do not usually interact with the

teachers ‘notes or even share their opinion (T4), teachers have load in duties (T8), using two

different channels from the same type (electronic) to communicate parents is confusing (T10) (

For more about the procedure see SWOT table 1)

72

Avoid any connection between Threats and Weaknesses

Through the proposed procedure “Conducting a survey about the parents’ background and

interests”, the following threats will be confronted; parents do not have enough time for their

children at home (T2) and parents are working at the same time of the school time(T3).

Therefore, it is possible to isolate and address the deficiency of the weakness point of FL

teachers do not know systematically about the background of the families” (W7). (For more

about the procedure see SWOT table 3).

Principle Three: Better Design of Homework

Parental involvement is very apparent in this principle because of the school work their children

take to homes. Subsequently, special attention should be paid to this principle in order for it to

bear fruit. Interesting and simple interactive homework is the usual characteristic of homework

to ensure parental involvement. In addition, teachers should consider parents’ background when

assigning homework for the pupils to be done with parents, especially the parents' language

profile. Teachers should also insure to receive the feedback about homework from parents to

guide them to the best classroom procedures with the pupil. In general, interactive homework

with parents is a beneficial tool to empower parents in the four PLC tasks planning, assessment,

intervention and enrichment.

This principle in the PPLC model is based on the perspective of the FL Finnish teachers

interviewed. Hence, most of them work in accordance with these tips.

Avoid Threats by Strengths

Suggesting the procedure of “Creating a fixed package or well-knit programs for FL enrichment

for young learners to do with parents” is supported by the strength point of teachers’ readiness to

help if parents show interest in enriching their children’s FL (S8). Dealing with a ready package

will facilitate providing parents with the enrichment material without the need to work

73

continually to prepare new programs which definitely will avoid the threat of the absence of

incentives for FL teachers to communicate parents (T9).

Parents usually express their concern about tests. Hence, the procedure of “Sharing test

instructions with parents” would be an encouraging means to involve parents. It is applicable

because it is previously tried by one of the teachers as “handouts” for tests (S4) and parents

express their convenience with it. Also it is supported by another strength which is the tendency

of teachers to assign little interesting homework for the children to be done with parents (S7).

Indeed, this procedure will help in overcoming the threat which is parents do not know about the

assessment criteria in FL learning (T5). (For more about the procedures see SWOT table 1)

Seize Opportunities to tackle Weakness

The procedure “Encouraging interactive homework with instructions for parents” is generated

out of the perception of addressing the weaknesses; there are no enrichment programs to be

applied with parents in FL learning (W2) and FL teachers do not know systematically about the

background of the families (W7). In parallel, three opportunities can be seized to reinforce

implementing the procedure; parents trust teachers (O1), some parents are well aware of their

role (O4) and some parents are ready for regular communication for enrichment program (O5).

The two weaknesses; there are no enrichment programs to be applied with parents in FL

learning (W2) and FL teachers do not know systematically about the background of the families

(W7) will be eliminated by the procedure of “ Designing homework guides for different grades

to be done by the teachers (minor adjustments each year when needed)”. The following

opportunities will help to tackle the previous mentioned weaknesses and emphasize the

suggested procedure; there are multiple open channels between teachers and parents(O3), some

parents are well aware of their role(O4) and some parents are ready for regular communication

for enrichment program (O5). (For more about the procedures see SWOT table 4)

74

Principle Four: Establishing Protocols for Parents - Teachers Dialogue

Communication tools are the primary means of creating permanent open channels with parents

to ensure parental partnership with schools. In this study, the importance of developing the

formality of these tools is not a target in itself as much as the content of these tools by creating a

dialogue where parents are welcomed to participate in the four PLC tasks; planning, assessment,

intervention and enrichment. Hence, communicating with parents based on creating a dialogue

form is one of the best techniques for communicating with parents in order to empower them. In

addition, this unified communication system will serve as guidance for teachers themselves to

plan, assess, intervene and enrich their students more accurately through the lens of their parents.

Concerning the Finnish environment, it was found that the Finnish educational system is

rich in the diversification of the communication tools, but still teachers need to adopt a

consolidated line of practices to communicate parents effectively, especially for the FL teachers.

Moreover, the dialogue form is not fully accomplished where teachers still complain from a

mono communication channel. As previously stated, there are rich opportunities in the Finnish

educational system which need to be modified and remarketed with innovative procedures to

match the parents' and the teachers’ current context.

Avoid Threats by Strengths

The two strengths; parents are asked for the feedback of some activities organized for them (S9)

and Wilma is considered to be a comprehensive communication tool to communicate parents

(S10) encourage to suggest the procedure of “Creating a post for a coordinator for parental

activities and parental issues”. In tapping these two strengths the following threats are avoided;

parents do not usually interact with the teachers ‘notes or even share their opinion (T4), teachers

have load in duties (T8), using two different channels from the same type (electronic) to

communicate parents is confusing (T10). (For more about the procedure see SWOT table 1).

75

Maximize the benefits of Opportunities through Strengths

Three opportunities can be seized by suggesting the procedure of “Arranging live stream to

communicate with parents at the time of the class”. They are respectively; there is a permanent

open invitation to attend the classrooms (open-door policy) (O2), there are multiple open

channels between teachers and parents (O3) and general agreement for involving parents in their

children’s learning (O7). Two strengths support the suggestion of this procedure. They are the

diversification of the communication tools with parents (S3) and the teachers’ desire to inform

parents with the ideology and methodology used to teach FLs (S5). (For more about the

procedure see SWOT table 2)

Avoid any connection between Threats and Weaknesses

In order to avoid maximizing the negative impact resulted from meeting between the weakness

and threat, the procedure of “Allocating office hours for FL teachers for Skype meeting with

parents according to a schedule” is proposed. By doing so the weakness point which is FL

teachers use face to face meetings in some rare cases mostly if there is a problem (W3) is

isolated from the threat that there is no system to allow FL teachers to meet all the parents of the

pupils face to face (T7).

The next procedure “Coordinating between classroom teachers and FL teachers to pass

notes for parents through the regular meetings” is proposed in the same way. The weakness

point of the absence of coordination between the classroom teachers and the FL teachers

concerning parental communication (W4) is separated from the threat that teachers have load in

duties (T8). (For more about the procedures see SWOT table 3)

Principle Five: Diversifying Volunteering Forms

Volunteering as a principle in the PPLC model aims to encourage parental involvement as a way

to approach parents more and understand their needs better in order to empower them

accordingly. Diversifying volunteering forms is stated in the model to align the volunteering

76

opportunities with parental contexts as possible. Therefore, every parent is included without

exception.

Through this study, it was obvious that the teachers do not activate the choice of

volunteering as a means to involve parents in their children’s FL learning because of their

previous assumptions of the parents’ work commitments. In fact, diversifying interesting and

attractive volunteering options would be a difficult step for parents to surpass. It is worth noting

that volunteering will contribute to the distribution of responsibilities between teachers and

parents in an acceptable way for all of the parties.

Avoid Threats by Strengths

A proper coordination is a key solution in parental volunteering activities. As a result the

proposed procedure “Creating a post for a coordinator for parental activities and parental issues”

is a request. This procedure is naturally strengthened in the Finnish environment by having the

following strengths; parents are asked for the feedback of some activities organized for them

(S9) and Wilma is considered to be a comprehensive communication tool to communicate

parents (S10) so that parents are well prepared to deal with a unified channel. The procedure is

also proposed to avoid the threats; parents do not usually interact with the teachers ‘notes or

even share their opinion (T4), parents do not know about the assessment criteria in FL learning

(T5), teachers have load in duties (T8) and using two different channels from the same type

(electronic) to communicate parents is confusing (T10).

The Finnish community is a trusted party that can assist in volunteering for families and

students. This encourages proposing the procedure of “Encouraging community solidarity,

employers are encouraged to give parents leave for hours in order to enhance parental presence

at schools”. Similarly, two strengths support this procedure in the Finnish educational system.

They are the existence of the planned parental activities in schools (S2) and the teachers’ desire

to inform parents with the ideology and the methodology used in teaching FLs (S5).

77

Once parents have a problem with being at schools in person, the procedure “Parents

could agree to have one of their relatives to substitute for them in school activities” can solve the

problem. This procedure is underpinned by the strength of the existence of the parental planned

activities in schools (S2). This substitute would help in avoiding the threats, the number of

parents attending the school activities is low (T1), parents do not have enough time for their

children at home (T2) and parents are working at the same time of the school time (T3). (For

more about the procedures see SWOT table 1)

Maximize the benefits of Opportunities through Strengths

One of the proposed forms of volunteering is “Establishing clubs for free activities in school,

sports, drawing, learning languages, or cooking by coordination with other associations for

familiarize parents’ presence at schools”. It is supported by both strengths; the existence of

planned parental activities at schools (S2) and the diversification of the communication tools

used to communicate parents (S3). By implementing this procedure of establishing the clubs,

two opportunities are seized to reinforce the strengths; there are multiple open channels between

teachers and parents (O3) and community readiness to help (O6), so the community associations

can help in establishing these clubs. (For more about the procedure see SWOT table 2)

Avoid any connection between Threats and Weaknesses

The procedure of “Activating the role of the parental council to meet other families and to

contact neighborhood members or recruit others” can help act as a barrier between Threats and

Weaknesses. These weaknesses are the absence of regular communication with parents for

planning (W5), teachers do not believe that parents could add something new and interesting for

their work (W6) and FL teachers do not know systematically about the background of the

families (W7). After carrying out the procedure, these threats will be isolated from the

weaknesses; the number of parents attending the school activities is low (T1), parents are

working at the same time of the school time (T3) and parents do not usually interact with the

78

teachers’ notes or even share their opinion (T4). (For more about the procedure see SWOT table

3).

79

Strengths

1. Informing parents with the assessment results in Wilma.

2. There is a yearly clock for the parental activities

3. Parents evenings, papers, flyers , calls, face to face meeting, emails, by pupils and electronic platforms

are used as communication tools with parents.

4. “Handout” for the tests for parents

5. Informing parents with ideology and methodology used to teach FL.

6. There are intervention programs done with parents.

7. Homework (Little interesting tasks) is assigned to children sometimes to do with parents.

8. If parents show interests in enriching their children

FL skills , then teacher would provide them with an enrichment material

9. Parents are asked for the feedback of some

activities organized for them.

10. Wilma is considered to be a comprehensive communication tool to communicate parents.

Threats

1. The number of parents attending the school activities is low.

2. Parents do not have enough time for their children at

home 3. Parents are working at the same time of the school

time.

4. Parents do not usually interact with the teachers ‘notes

or even share their opinion. 5. Parents do not know about the assessment criteria in

FL learning.

6. No participation for parents in planning. 7. There is no system to allow FL teachers to meet all the

parents of the pupils face to face.

8. Teachers have load in duties. 9. No incentives for FL teachers to communicate all

parents

10. Using two different channels from the same

type(electronic ) to communicate parents is confusing

1-Raising parents ‘awareness towards their children’s FL learning.

Creating a fixed package or well-knit programs for FL enrichment for young learners to do with parents (S8,T9)

Encouraging community solidarity, employers are encouraged to give parents leave for hours in order to enhance parental presence at schools.(S2,S5,T1,T2,T3)

2. Understanding of families’ background, concerns, goals and needs

. Creating a post for a coordinator for parental activities and parental issues (S9,S10,T4,T8,T10)

3-Better design of homework

Creating a fixed package or well-knit programs for FL enrichment for young learners to do with parents (S8,T9)

Sharing test instructions with parents. (S7, S4, T5, T6).

4-Establishing protocols for parents-teachers dialogue

Creating a post for a coordinator for parental activities and parental issues (S9,S10,T4,T5,T8,T10)

5-Divesifying the volunteering forms

Creating a post for a coordinator for parental activities and parental issues (S9,S10,T4,T5,T8,T10)

Encouraging community solidarity, employers are encouraged to give parents leave for hours in order to enhance parental presence at schools.(S2,S5,T1,T2,T3)

Parents could agree to have one of their relatives to substitute for them in school activities. (S2, T1, T2, T3).

Table (1): Suggested procedures for implementing the principles in the new generated model

(PPLC) extracted from Avoiding Threats by Strengths

80

Strengths

1. Informing parents with the assessment results in

Wilma.

2. There is a yearly clock for the parental activities

3. Parents evenings, papers, flyers , calls, face to face

meeting, emails, by pupils and electronic platforms

are used as communication tools with parents.

4. “Handout for the tests for parents

5. Informing parents with ideology and methodology

used to teach FL.

6. There are intervention programs done with parents.

7. Homework (Little interesting tasks) is assigned to

children sometimes to do with parents.

8. If parents show interests in enriching their children FL

skills , then teacher would provide them with an

enrichment material

9. Parents are asked for the feedback of some activities

organized for them

10. Wilma is considered to be a comprehensive

communication tool to communicate parents.

Opportunities

1. Parents trust teachers

2. There is a permanent open

invitation to attend the

classrooms(open-door policy)

3. There are multiple open channels

between teachers and parents.

4. Some parents are well aware of

their role.

5. Some parents are ready for

regular communication for

enrichment program

6. Community readiness to help.

7. General agreement for involving

parents in their children’s learning.

1. Raising parents ‘awareness towards their children’s FL learning.

Arranging live stream to communicate with parents at the time of the class. (S3,S5,O2,O3,O7)

Establishing clubs for free activities in school, sports, drawing, learning languages, or cooking by coordination with other associations to familiarize parents’ presence at schools.( S2,S3,O3,O6)

Promoting awareness campaigns in the T.V, radios, newspapers and the social media with the collaboration with schools .(S5,O3,O4,O6,O7)

4-Establishing protocols for parents-teachers dialogue

Arranging live stream to communicate with parents at the time of the class. (S3,S5,O2,O3,O7)

5-Divesifying the volunteering forms

Establishing clubs for free activities in school, sports ,drawing ,learning languages, or cooking by coordination with other associations for familiarize parents’ presence at schools.( S2,S3,O3,O6

Table (2): Suggested procedures for implementing the principles in the new generated model

(PPLC) extracted from Maximizing the benefits of Opportunities through Strengths

81

Weaknesses

1. There is a no approach for parental

involvement t in the FL learning.

2.There are no enrichment programs to be

applied with parents in FL learning.

3. FL teachers use face to face meetings in

some rare cases mostly if there is a problem

4. No coordination between the classroom

teachers and the FL teachers concerning

parental communication

5. No regular communication with parents

for planning

6. Teachers do not believe that parents

could add something new and interesting for

their work

7. FL teachers do not know systematically

about the background of the families

8. Teachers believe that parents should not

have any role in assessment.

Threats

1.The number of parents attending the school

activities is low.

2.Parents do not have enough time for their

children at home

3.Parents are working at the same time of the

school time.

4.Parents do not usually interact with the

teachers ‘notes or even share their opinion.

5.Parents do not know about the assessment

criteria in FL learning.

6.No participation for parents in planning.

7.There is no system to allow FL teachers to

meet all the parents of the pupils face to face.

8.Teachers have load in duties.

9.No incentives for FL teachers to

communicate all parents

10. Using two different channels from the

same type(electronic ) to communicate parents

is confusing

1. Raising parents’ awareness towards their children’s FL learning.

Conducting a survey about parents reactions and evaluation for the parental activities.(W5,W6,T1,T6)

Encouraging teachers to use the ELP as a means of raising awareness regarding the assessment criteria and learning languages.(W8,T3,T5)

2. Understanding of families’ background, concerns, goals and needs.

Conducting a survey about the parents’ background and interests. (W7,T2,T3)

4-Establishing protocols for parents-teachers dialogue

Allocating office hours for FL teachers for Skype meeting with parents according to a schedule.(W3,T7)

Coordinating between classroom teachers and FL teachers to pass notes for parents through the regular meetings. (W4,T8)

5-Divesifying the volunteering forms

Activating the role of the parental council to meet other families and to contact neighborhood members or recruit others .(W5,W6,W7,T1,T3,T4)

Table (3): Suggested procedures for implementing the principles in the new generated model

(PPLC) extracted from Avoiding any connection between Threats and Weaknesses

82

Weaknesses

1. There is a no approach for parental

involvement t in the FL learning.

2. There are no enrichment programs to be

applied with parents in FL learning.

3. FL teachers use face to face meetings in

some rare cases mostly if there is a problem

4. No coordination between the classroom

teachers and the FL teachers concerning

parental communication

5. No regular communication with parents for

planning

6. Teachers do not believe that parents could

add something new and interesting for their

work

7. FL teachers do not know systematically

about the background of the families

8. Teachers believe that parents should not have

any role in assessment.

Opportunities

1. Parents trust teachers

2. There is a permanent implicit open invitation

to attend the classrooms(open-door policy)

3. There are multiple open channels between

teachers and parents.

4. Some parents are well aware of their role.

5. Some parents are ready for regular

communication for enrichment program

6. Community readiness to help.

7. General agreement for involving parents in

their children’s learning.

1. Raising parents ‘awareness towards their children’s FL learning.

Creating a body of volunteers and university students to arrange home visits based on the parents needs with the coordination of the FL teachers. (W2,W5,W3,O3,O4,O6)

3-Better design of homework

Encouraging interactive homework with instructions for parents.(W2,W7,O1,O5,O4)

Designing homework guides for different grades to be done by the teachers (minor adjustments each year when needed) (W2, W7, O3, O4, O5).

Table (4): Suggested procedures for implementing the principles in the new generated model

(PPLC) extracted from Seizing Opportunities to tackle Weaknesses

83

6 CONCLUSION

After two analysis stages, a new model emerged from the integration of the PLC model; the

teacher-student oriented tasks; planning, assessment, intervention and enrichment with the three

types of parental involvement; Learning at Home, Communicating and Volunteering. It was

called Parental Professional Learning Community (PPLC). The PPLC model contains the

principles in its interior structure accompanied by suggested procedures.

The Theoretical Framework of the PPLC Model

By answering the first research question, five principles emerged to depict and frame a new

vision of the teacher-parent relationship. This framework is based on the reformulation of the

concepts of home-school cooperation by qualifying parents with the skills needed to follow

effectively and participate positively in their child’s learning. Since Epstein introduced her

framework to work with parents, there have been many serious attempts to reach a working

concept to activate parental involvement. The new PPLC model is meant to be in this direction

in a systematic and regulated manner to pool the parents and the teachers’ efforts towards

improving FL children’s learning process. Figure 3 illustrates the theoretical framework of the

PPLC.

84

Professional Learning Community

Teacher to student tasks Teacher to teacher tasks

Stu

den

t re

sult

s

Planning Assessment Intervention Enrichment Parental Involvement

Types

Raising parents ‘awareness towards their children’s

FL learning.

Understanding families' background, interests and

needs

General

Learning at home Better design of homework

Communicating Establishing protocols for parents -teachers dialogue

Volunteering Diversifying volunteering forms

Figure 4: Parental Professional Learning Community Model (PPLC)

The Procedural Framework of the PPLC Model

Coherently and uniformly, schools can use the PPLC model as a parental involvement tool to

support parents rationally in order to make them more capable of engaging with their child’s

learning. Through answering the second research question, the study articulates a suggested

procedural map to implement the theoretical framework of the PPLC model. As a matter of fact,

the proposed set of procedures for each principle has been derived from a close examination of

the Finnish educational experience with parents. The procedural framework of the PPLC is

presented in the following points:

1. Raising parents’ Awareness Towards their Children’s FL Learning.

Encouraging community solidarity, employers are encouraged to give parents leave for

hours in order to enhance parental presence at schools.

85

Arranging live stream to communicate with parents at the time of the class. Promoting.

awareness campaigns in the T.V, radios, newspapers and the social media with the

collaboration with schools.

Establishing clubs for free activities in school, sport, drawing, learning languages, or

cooking by coordination with other associations for familiarize parents’ presence at

schools.

Conducting a survey about parents’ reactions and evaluation for the parental activities.

Encouraging teachers to use the European Language Portfolio (ELP) as a means of

raising awareness regarding the assessment criteria and learning languages.

Creating a body of volunteers and university students to arrange home visits based on the

parents needs with the coordination of the FL teachers.

2. Understanding Families’ Background, Interests and Needs

Creating a post for a coordinator for parental activities and parental issues.

Conducting a survey about the parents’ background and interests.

3. Better Design of Homework

Creating a fixed package or well-knit programs for FL enrichment for young learners

to do with parents.

Sharing test instructions with parents.

Encouraging interactive homework with instructions for parents.

Designing homework guides for different grades to be done by the teachers (minor

adjustments each year when needed).

4. Establishing Protocols for Parents-Teachers Dialogue

Creating a post for a coordinator for parental activities and parental issues.

Arranging live stream to communicate with parents at the time of the class.

86

Allocating office hours for FL teachers for Skype meeting with parents according to a

schedule.

Coordinating between classroom teachers and FL teachers to pass notes for parents

through the regular meetings.

5. Diversifying Volunteering Forms

Creating a post for a coordinator for parental activities and parental issues.

Encouraging community solidarity, employers are encouraged to give parents leave

for hours in order to enhance parental presence at schools.

Establishing clubs for free activities in school, sport, drawing, learning languages, or

cooking by coordination with other associations to familiarize parents presence at

schools.

Activating the role of the parental council to meet other families and to contact

neighborhood members or recruit others.

Parents could agree to have one of their relatives to substitute for them in school

activities.

87

7 LIMITATIONS AND FUTURE STUDIES

This study gives a voice to teachers considering them the original owners of the PLC model. For

that reason, they should be involved in any alteration or addendum that occurs in the body of the

model. Yet, the parents’ attitudes were not scrutinized which opens new possibilities for future

research to survey the parents’ readiness and respond with such a model and suggested

procedures.

Moreover, this study illuminates the perspectives of the FL teachers which provide an

additional future opportunity to study the model when comprehensively conducted to encompass

the perspectives of all of the school teachers. This might be considered to be a limitation for this

study since also class room teachers have wider access to parents as compared with FL teachers.

In relation to this issue, only three types out of the six of Epstein’s (2009) typology were

covered in this study as the pilot interview exposed that the other types are not within the FL

competences.

In terms of the size of the sample, although the sample size of this study, six teachers,

was sufficient for the research purposes, focus groups of teachers can be adopted in future

research to provide a variety of attitudes and offer in-depth discussions for the issue.

Regarding SWOT analysis, SWOT as a research methodology has some limitations

which were noted previously in the Methodology section (3).

Finally, the exceptional circumstances which the whole world is experiencing as a result

of the Coronavirus crisis reveal the need for such studies to empower parents to ideally follow

their children's learning at home. Therefore, future studies conducted on detecting the

effectiveness of implementing this model in particular and other partnership programs as well

would be highly recommended.

88

REFERENCES

Ames, C., De Stefano, L., Watkins, T, & Sheldon, S. (1995). Teachers’ school – to home communications and

parent involvement, The role of parent perceptions and beliefs (Report No. 28) East Lansing, MI:

Michigan State University, Center on Families, Communities, Schools, and Children’s Learning, (ERIC

Document Reproduction Service No. ED383451).

Antinluoma, M, Ilomäki, L., Lahti-Nuuttila, P., & Toom, A. (2018).Schools as Professional Learning

Communities, Journal of Education and learning, 7(5), 76-91.

Ayoub Mahmoud, D. Khoshnood, A.& Babaei, A. (2014). Paulo Freire’s Critical Pedagogy and its Implications

in Curriculum Planning. Journal of Education and Practice, 5(14), 86-91

Barnett, W. S. (2011). Effectiveness of early educational intervention, Science, Vol. 333 no. 6045 pp. 975-978

DOI: 10.1126/science.1204534

Battle-Bailey, L. (2004). Review of research: Interactive homework for increasing parent involvement and

student reading achievement. Childhood Education, 81(1), 36-40.

Baum, A.& McMurray-Schwarz, P. (2004). Pre-service Teachers' Beliefs about Family Involvement:

Implications for Teacher Education. Early Childhood Education Journal, 32(1), pp. 57-61.

doi:10.1023/B:ECEJ.0000039645.97144.02

Berninger, V. W., Stage, S. A., Smith, D. R. & Hildebrand, D. (2001) Assessment for reading and writing

intervention: A three-tier model for prevention and remediation. In Fall Conference for the Washington

State Association of School Psychologists and the British Columbia Association of School Psychologists.,

Nov, 1998, BC, Canada; This chapter is based on presentations at the aforementioned conference as well

as at the annual meeting of the National Association of School Psychologists, Las Vegas, Nevada, Mar

1999 and the Summer Workshop for the Washington Association of School Administrators/Directors of

Special Education, Wenatchee, WA, Aug 1999, Academic Press.

Bolam, R., McMahon, A., Stoll, L., Thomas, S., Wallace, M., Greenwood, A. & Smith, M (2005) Creating and

sustaining effective professional learning communities (Vol. 637), Research report.

Cohen, L., Manion, L., & Morrison, K. (2013) Research methods in education, London & New York: Routledge.

Coleman, P. (1998). Parent, Student and Teacher Collaboration: The Power of Three, Thousand Oaks:

CorwinPress.

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative

research (4th Ed.). Boston, MA: Pearson.

Darch, C., Miao, Y., & Shippen, P. (2004) A model for involving parents of children with learning and behavior

problems in the schools. Preventing School Failure Alternative Education for Children and Youth, 48(3),

24-34.

Darling-Hammond, L., & McLaughlin, M. (1995).Policies that support professional development in an era of

reform, The Phi Delta Kappan, 76(8), 597-604

DiGiorgio, C. (2010). Choices of Students, Parents, and Teachers and Their Effects on Schools and

Communities: A Case Study of a New Enriched High School Program. Journal of School Choice, 4(3),

278–292. doi:10.1080/15582159.2010.504107

89

Dinardo, L. M (2010).The impact of professional learning communities on student achievement, retrieved from

ProQuest Dissertations and Theses database. (UMI No. 3404341)

Dufour, R. (2004). What is "professional learning community"? Educational Leadership, 61(8), 6-11.

DuFour, R. (2007). Professional learning communities: A bandwagon, an idea worth considering, or our best

hope for high levels of learning? Middle School Journal, 39(1), 4-8.

DuFour, R., DuFour, R., Eaker, R., Many, T., & Mattos, M. (2016).Learning by doing: A handbook for

professional learning communities at work (3rd Ed.). Bloomington, IN: Solution Tree.

Epstein, J. (1986). Parents' Reactions to Teacher Practices of Parent Involvement, the Elementary School

Journal, 86(3), 277-294.

Epstein, J. L., Sanders, M. G., S.B. Sheldon, Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L

(2009). School, family, and community partnerships : your handbook for action (3rd Ed.). Thousand Oaks,

Ca: Sage Publications.

Epstein, J. L. (2010). School/Family/Community Partnerships: Caring for the Children We Share. Phi Delta

Kappan, 92(3), 81–96. Doi: 10.1177/003172171009200326

Epstein, J. L. (2013). Ready or Not? Preparing future educators for school, family, and community partnerships,

Teaching Education, 24 (2), 115–118. doi:10.1080/10476210.2013.786887

Epstein, J. L.,& Sanders, M. G. (2000).Connecting home, school, and community, In Handbook of the Sociology

of Education (pp. 285-306), Springer, Boston, MA.

Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School,

family, and community partnerships: Your handbook for action (2nd Ed.). Thousand Oaks, Ca: Corwin

Press.

Education Review Office (2018) Building Genuine Learning Partnerships with Parents: Teaching Approaches

and Strategies That Work. New Zealand: Crown. Retrieved from

https://www.ero.govt.nz/assets/Uploads/Teaching-strategies-that-work-Parent-partnerships2.pdf

Eschler, B. H. (2016). Finnish teacher collaboration: The behaviors, learning, and formality of teacher

collaboration (Doctoral dissertation). Retrieved from All Theses and Dissertations, (6191)

Feger, S., & Arruda, E. (2008), Professional learning communities: Key themes from the literature. Providence,

RI: The Education Alliance, Brown University.

Fenwick, T. (2008), Understanding relations of individual—collective learning in work: A review of

research. Management Learning, 39(3), 227-243. https://doi.org/10.1177/1350507608090875

Flick, U. (2014), The SAGE handbook of qualitative data analysis, Los Angeles: SAGE.

Fowler, W., Ogston, K., Roberts, G., & Swenson, A. (2006), The Effects of Early Language Enrichment. Early

Child Development and Care, 176(8), 777–815. Doi: 10.1080/03004430500207211

Fredericks, A., & Rasinski, T. (1990), Working with Parents: Involving Parents in the Assessment Process. The

Reading Teacher, 44(4), 346-349. Retrieved from www.jstor.org/stable/20200642

Freedman, S. (1988), Report on parent involvement in education: interviews with representatives of Department

of Education and institutions of higher education. Quincy, Mass.: Commonwealth of Massachusetts, Dept.

of Education.

Fullan, M. (2001), Leading in a culture of change. San Francisco, California: Jossey-Bass/Wiley.

Fullan, M. (2007).The new meaning of educational change (4th Ed.). New York: Teachers College Press.

90

Gestwicki, C. (2012), Home, school & community relations, (8th Ed.), Belmont, CA: Wadsworth Publishing Co

Inc, Cengage Learning, Inc.

Giles, C. & Hargreaves, A. (2006)The sustainability of innovative schools as learning organizations and

professional learning communities during standardized reform. Educational administration

quarterly, 42(1), 124-156.

Golle, J., Zettler, I., Rose, N., Trautwein, U., Hasselhorn, M., & Nagengast, B. (2018), Effectiveness of a “grass

roots” statewide enrichment program for gifted elementary school children. Journal of Research on

Educational Effectiveness, 11(3), 375-408.

Goodall, J. & Montgomery, C. (2014), Parental involvement to parental engagement: A continuum. Educational

Review, 66(4), pp. 399-410. doi:10.1080/00131911.2013.781576

Goodall, J.,& Vorhaus, J. (2011), Review of Best Practice in Parental Engagement, Department for Education,

Institute for Policy Research (IPR).

Green, C. L., Hoover-Dempsey, K. V., Walker, M. T., & Whetsel, D. R. (2004), Parental involvement in

homework: A review of current research and its implications for teachers, after school program staff, and

parent leaders. Garden Street-UK..

Gürel, E., & Tat, M. (2017), SWOT analysis: a theoretical review, Journal of International Social

Research, 10(51).

Hord, S. (1997), Professional learning communities: Communities of continuous inquiry and improvement.

Austin, TX: Southwest Educational Development Laboratory (SEDL).

Huang, G. H., Gove, M., Kolosionek, D., & Lam, E. T. (2018), What Fosters Chinese American Students'

Learning and Education?: Exploring the Key Ingredients of Chinese Parenting Styles and Their

Association with Chinese American Students' Learning and Academic Performance, Education, 139(2),

81-95.

Janssen, J.& Vandenbroeck, M. (2018), (De) constructing parental involvement in early childhood curricular

frameworks, European Early Childhood Education Research Journal, 26(6), 813-832.

Kristmanson, P. L., Lafargue, C. & Culligan, K. (2011), From Action to Insight: A Professional Learning

Community’s Experiences with the European Language Portfolio. Canadian Journal of Applied

Linguistics, 14(2), pp. 53-67.

Kvale, S. (2007), Qualitative Research kit: Doing interviews. London: SAGE Publications

Ltd doi: 10.4135/9781849208963

Lave, J. (1991). Situating learning in communities of practice, In L. B. Resnick, J. M. Levine, & S. D. Teasley

(Eds.), Perspectives on socially shared cognition (p. 63–82), American Psychological Association.

Lawson, M. A. (2003). School-Family Relations in Context: Parent and Teacher Perceptions of Parent

Involvement. Urban Education, 38(1), pp. 77-133.

Lieberman, A. (1990). Schools as Collaborative Cultures: Creating the Future Now, The Falmer Press, Taylor

and Francis Inc., 1900 Frost Road, Suite 101, Bristol, PA 19007.

Lieberman, A. (2000). Networks as learning communities: Shaping the future of teacher development. Journal

of Teacher Education, 51(3), 221-227.

Lieberman, A.,& Miller, L. (2011). Learning communities: The starting point for professional learning is in

schools and classrooms. Journal of Staff Development, 32(4), 16–20.

91

Louis, K. S. (2006), Changing the culture of schools: Professional community, organizational learning, and

trust, Journal of School Leadership. 16(5), 477-489.

Louis, K. S.,& Kruse, S. D. (1994). Professionalism and community: Perspectives on reforming urban schools.

Newbury Park: Corwin Press.

Louis, K., Marks, H., & Kruse, S. (1996), Teachers' Professional Community in Restructuring

Schools, American Educational Research Journal, 33(4), 757-798.

Retrieved from www.jstor.org/stable/1163415

Ma, X., Shen, J., Krenn, H., Hu, S., & Yuan, J. (2016), A Meta-Analysis of the Relationship between Learning

Outcomes and Parental Involvement during Early Childhood Education and Early Elementary

Education. Educational Psychology Review, 28(4), 771–801.

https://doi-org.ezproxy.uef.fi:2443/10.1007/s10648-015-9351-1

McKenna, M., & Willms, J. D. (1998), Involving Parents in School Decision-making: The Challenge Facing

Parent Councils in Canada. Childhood Education, 74(6), 378–382. doi:10.1080/00094056.1998.10521155

McLaughlin, M. W.,& Talbert, J. E. (2001), Professional communities and the work of high school teaching,

University of Chicago Press.

Mclaughlin, M.,& Talbert, J.E. (1993). Contexts that matter for teaching and learning: Strategic opportunities

for meeting the nation’s education goals. Stanford University: Center for Research in the Context of

Secondary School Teaching.

Merkulova, E. N., & Nenasheva, T. A. (2016), On using the results of the SWOT analysis for Academic Writing

Syllabus Design, Education Sciences & Psychology, 42(5).

Noguera, P.A. (2001), Transforming urban schools through investments in the social capital of

parents, Psychology, 16(1), 725-750.

Nores, M., & Barnett, W. S. (2010), Benefits of early childhood interventions across the world: (Under)

investing in the very young. Economics of Education Review, 29(2), 271–282.

doi:10.1016/j.econedurev.2009.09.001

Osita, I. C., Onyebuchi, I.& Justina, N. (2014). Organization’s stability and productivity: the role of SWOT

analysis an acronym for strength, weakness, opportunities and threat. International Journal of

Innovative and Applied Research, 2(9), 23-32

Papadakou, C. (2018). Transforming a school into a professional learning community: A comparative study

between Finland and Greece, (Master’s thesis, University of Jyväskylä).

Ransom, M. (2016), A Professional Learning Community's Impact on Academic Achievement (Doctoral

dissertation, Walden University).

Ratts, R. F., Pate, J. L., Archibald, J. G., Andrews, S. P., Ballard, C. C. & Lowney, K. S. (2015), The influence

of professional learning communities on student achievement in elementary schools. Journal of Education

& Social Policy, 2(4), 51-61.

Reynolds, A. J., & Gill, S. (1994), The role of parental perspectives in the school adjustment of inner-city Black

children. Journal of Youth and Adolescence, 23(6), 671-694.

Rosado, G. D. (2019) The Effects of Professional Learning Communities on Student Achievement at the

Elementary Education Level, (ProQuest LLC, D.Ed. Dissertation, University of St. Francis).

92

Sahlberg, P. (2007). Education policies for raising student learning: The Finnish approach. Journal of education

policy, 22(2), 147-171.

Sawchuk, P. H. (2011). Researching workplace learning: An overview and critique. The Sage handbook of

workplace learning, 141-153.

Schwartz, A. C. (2012). Remedial Education Programs to accelerate learning for All, World Bank.

Senge, Peter M. (1990). The Fifth Discipline: the Art and Practice of the Learning Organization. New York:

Doubleday/Currency.

Sheldon, S. B. (2003), Linking school-family-community partnerships in urban elementary schools to student

achievement on state tests. The Urban Review, 35, 149–165.

Sheldon, S. B., & Epstein, J. L. (2005), Involvement counts: Family and community partnerships and

mathematics achievement. The Journal of Educational Research, 98(4), 196-207.

Sigurðardóttir, A. K. (2010), Professional learning community in relation to school effectiveness. Scandinavian

Journal of Educational Research, 54(5), 395-412.

Smith, J., Wohlstetter, P., Kuzin, C. A. & De Pedro, K. (2011), Parent Involvement in Urban Charter Schools:

New Strategies for Increasing Participation. School Community Journal, 21(1), p. 71

Stiggins, R. J. (2002). Assessment crisis: The absence of assessment for learning. Phi Delta Kappan, 83(10),

758-765.

The Finnish Ministry of Education (2018), A1 -kielen opetuksen varhentaminen, Retrieved April 29, 2020, from

https://minedu.fi/kielten-opetuksen-varhentaminen

Thompson, K. M., Gillis, T. J., Fairman, J. & Mason, C. A. (2014), Effective Strategies for Engaging Parents in

Students' Learning to Support Achievement. Orono, ME: Maine Education Policy Research Institute,

University of Maine.

Van Teijlingen, E., & Hundley, V. (2002), The importance of pilot studies. Nursing Standard, 16(40), 33-36.

Watson, L. (2018). Qualitative research design : an interactive approach. New Orleans: White Press Academic.

Webb, R., Vulliamy, G., Sarja, A., Hämäläinen, S. & Poikonen, P. (2009), Professional learning communities

and teacher well-being? A Comparative Analysis of primary schools in England and Finland, Oxford

Review of Education. 35 (3), pp. 405-422.

Wennergren, A. & Blossing, U. (2017), Teachers and students together in a professional learning

community. Scandinavian Journal of Educational Research, 61(1), pp. 47-59

Willemse, T. M., Thompson, I., Vanderlinde, R. & Mutton, T. (2018), Family-school partnerships: A challenge

for teacher education. Journal of Education for Teaching, 44(3), pp. 252-257.

Wong, R. S. M., Ho, F. K. W., Wong, W. H. S., Tung, K. T. S., Chow, C. B., Rao, N. & Ip, P. (2018). Parental

Involvement in Primary School Education: it’s Relationship with Children’s Academic Performance and

Psychosocial Competence through Engaging Children with School. Journal of Child & Family

Studies, 27(5), 1544–1555.

https://doi-org.ezproxy.uef.fi:2443/10.1007/s10826-017-1011-2

93

APPENDICES

APPENDIX 1: QUESTIONS FOR THE INTERVIEW

1. How do you perceive parental involvement?

2. Do you take into account informing, involving or sharing parents in planning

tasks for their kids in “Learning at Home” activities? How?

3. Do you take into account informing, involving or sharing parents in assessment

tasks for their kids in “Learning at Home” activities? How?

4. Do you take into account informing, involving or sharing parents in intervention

tasks for their kids in “Learning at Home” activities? How?

5. Do you take into account informing, involving or sharing parents in enrichment

tasks for their kids in “Learning at Home” activities? How?

6. What tools do you use to communicate parents?

7. Do you take into account informing, involving or sharing parents in planning

tasks for their kids while “Communicating “them? How?

8. Do you take into account informing, involving or sharing parents in assessment

tasks for their kids while “Communicating them? How?

9. Do you take into account informing, involving or sharing parents in intervention

tasks for their kids while “Communicating” them? How?

10. Do you take into account informing, involving or sharing parents in enrichment

tasks for their kids while “Communicating” them? How?

11. Do you take into account informing, involving or sharing parents in planning

tasks for their kids in “Volunteering” activities? How?

12. Do you take into account informing, involving or sharing parents in assessment

tasks for their kids in “Volunteering” activities? How?

13. Do you take into account informing, involving or sharing parents in intervention

tasks for their kids in “Volunteering” activities? How?

14. Do you take into account informing, involving or sharing parents in enrichment

tasks for their kids in “Volunteering”? How?

15. Is there a common approach to involve parents in children’s FL learning tasks?

16. What are the obstacles to ideally involve parents?

94

17. Do you have any ideas to develop parental involvement?

During the interviews, teachers were provided with the following definitions:

●”Communicating: Communicate with families about school programs and student progress.

● Volunteering: Improve recruitment, training, activities, and schedules to involve families as

volunteers and audiences at the school or in other locations to support students and the school’s

programs.

● learning at Home: Involve families with their children in academic learning at home, including

homework, goal setting, and other curriculum-related activities.”(Epstein, 2002, p336, 337)

Intervention: programs designed for pupils who are diagnosed at risk in FL learning.

Enrichment: programs designed for pupils who prove proficiency in FL learning.

95

APPENDIX 2: TEACHERS’ EMAIL

Dear teacher,

My name is Enas. I am a master degree student at UEF. For the purpose of conducting my

master degree thesis, I would be delighted if you accept my invitation to interview you to benefit

from your experience. My research takes up the topic of integrating parental involvement in the

professional learning community (PLC) of teachers. Therefore, I am interested in the approaches

you follow to involve parents in relation to four categories:

1. Planning

2. Assessment

3-Intervention (for pupils at risk)

4- Enrichment (for those pupils who prove their proficiency)

More specifically, how you involve parents in the aforementioned categories with regard to

Epstein‘s parental involvement types.

In order to facilitate this process, I am providing you in advance with a brief description of each

parental involvement type in addition to the most important question in this interview to assist

you remembering the activities and the frames you follow to involve parents. I confirm that your

participation will be anonymous. The interview will be in English and it will be approximately

45 minutes. Hence, I am looking for setting date and place convenient to you to meet. Finally, I

would like to thank you in advance and express my readiness to answer any further questions.

Types of Involvement

● “Communicating: Communicate with families about school programs and student progress.

● Volunteering: Improve recruitment, training, activities, and schedules to involve families as

volunteers and audiences at the school or in other locations to support students and the school’s

programs.

● learning at Home: Involve families with their children in academic learning at home, including

homework, goal setting, and other curriculum-related activities.”

Source: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L.

(2002). School, family, and community partnerships: Your handbook for action (2nd Ed.). Thousand Oaks,

Ca: Corwin Press.

The direct question will be:

How do you involve parents in planning, assessment, intervention and enrichment regarding the

above mentioned types of parental involvement?

96

APPENDIX 3: THE RESULTS OF DATA SWOT CATEGORIZATIONS

Strength

1. Informing parents with the assessment results in Wilma.

2. There is a yearly clock for the planned activities

3. Parents evenings, papers, flyers , calls, face to face meeting, emails, by pupils and electronic platforms are used as communication tools with parents.

4. “Handout for the tests for parents 5. Informing parents with ideology and methodology used to teach FL.

6. There are intervention programs done with parents.

7. Homework (Little interesting tasks) is assigned to children sometimes to do with parents.

8. If parents show interests in enriching their children FL skills , then teacher would provide them with an enrichment material

9. Parents are asked for the feedback of some activities organized for them

10. Wilma is considered to be a comprehensive communication tool

Weakness

1. There is a no approach for parental involvement t in the FL learning.

2. There are no enrichment programs to be applied with parents in FL learning.

3. Teachers use face to face meetings in some rare cases (assessment session) and mostly if there is a problem

4. No coordination between the classroom teachers and the FL teachers concerning parental communication

5. No regular communication with parents for planning

6. Teachers do not believe that parents could add something new and interesting for their work

7. FL teachers do not know about the background of the families

8. Teachers believe that parents should not have any role in assessment

Opportunities

8. Parents trust teachers 9. There is a permanent implicit open invitation to

attend the classrooms(open-door policy) 10. There are multiple open channels

between teachers and parents. 11. Some parents are well aware for their

role. 12. Some parents are ready for regular

communication for enrichment program 13. Community readiness to help. 14. General agreement for involving parents

in their children’s learning

Threats

11. The number of parents attending the school activities is low.

12. Parents do not have enough time for their children at home

13. Parents are working at the same time of the school time.

14. Parents do not usually interact with the teachers ‘notes or even share their opinion.

15. Parents do not know about the assessment criteria in FL learning.

16. No participation for parents in planning. 17. There is no system to allow FL teachers to

meet all the parents of the pupils face to face. 18. Teachers have load in duties. 19. No incentives for FL teachers to communicate

all parents 20. Using two different channels from the same

type(electronic ) to communicate parents is confusing